International Handbook of Science Education

The field of science education has been developing for over half a century and has flourished especially during the previous few decades. It is timely and fitting now that the International Handbook of Science Education should be assembled to synthesise and reconceptualise past research and theorising in science education, provide practical implications for improving science education, and suggest desir able ways to advance the field in the future. This Handbook provides a detailed and up-to-date overview of advanced international scholarship in science education. This two-volume, 72-chapter, 1,200+-page work is the largest and most comprehensive resource ever produced in science education for use by researchers, teacher educators, policy-makers, advis ers, teachers and graduate students. In structuring the Handbook, we divided the field of science education into the following ten significant areas: • Learning • Teaching • Educational Technology • Curriculum • Learning Environments • Teacher Education • Assessment and Evaluation • Equity • History and Philosophy of Science • Research Methods To each section, we appointed a 'section coordinator', who is a leading international scholar in that particular area and who assisted us in identifying authors and top ics for a section and in evaluating drafts of chapters and suggesting improve ments.

Consists of 77 chapters arranged into 10 sections pertaining to the most significant issues in science education The most authoritative resource yet produced in science education Includes supplementary material: sn.pub/extras

Résumé
Focuses on some of the most significant issues in science education. This title presents research and thinking and associated implications for practice for learning, teaching, learning environments, teacher education, curriculum, educational technology, research methods, assessments and evaluation, equity, and history and philosophy of science.

Contenu
Section 1: Learning. Editors: R. Duit, D.F. Treagust. 1.1. Learning in Science: From Behaviourism Towards Social Constructivism and Beyond; R. Duit, D.F. Treagust. 1.2. New Perspectives on Language in Science; C. Sutton. 1.3. Cultural Aspects of Learning Science; W.W. Cobern, G.S. Aikenhead. 1.4. Learning Science Through Models and Modelling; J.K. Gilbert, C.J. Boulter. 1.5. Learning About Science Teaching: Perspectives From an Action Research Project; P.H. Scott, R.H. Driver. 1.6. Scientific Inquiry Within Reach of Young Children; K.E. Metz. 1.7. Theories of Knowledge Acquisition; C.A. Chinn, W.F. Brewer. 1.8. The Epistemology of Students: The 'Thingified' Nature of Scientific Knowledge; J. Désautels, M. Larochelle. Section 2: Teaching. Editor: K. Tobin. 2.1. Issues and Trends in the Teaching of Science; K. Tobin. 2.2. A View of Quality in Teaching; J.R. Baird. 2.3. Teaching and Learning as Everyday Activity; W.-M. Roth. 2.4. Teaching for Understanding in Pre-Secondary Science; W. Harlen. 2.5. Teaching for Conceptual Change; P.W. Hewson, et al. 2.6. The Role of Routine Problem Tasks in Science Teaching; P. Hobden. 2.7. The Complexity of Chemistry and Implications for Teaching; D. Gabel. 2.8. The School Science Laboratory: Historical Perspectives and Contexts for Contemporary Teaching; V.N. Lunetta. Section 3: Educational Technology. Editor: M.C. Linn. 3.1. The Impact of Technology on Science Instruction: HistoricalTrends and Current Opportunities; M.C. Linn. 3.2. Computer Microworlds and Scientific Inquiry: An Alternative Approach to Science Education; B.Y. White. 3.3. Realising Authentic Science Learning through the Adaptation of Scientific Practice; D.C. Edelson. 3.4. Can Technology Bring Students Closer to Science? N. Butler Songer. 3.5. Problem-Based MacroContexts in Science Instruction: Design Issues and Applications; R.D. Sherwood, et al. 3.6. Using Technology to Support Students' Artefact Construction in Science; M. Wisnudel Spitulnik, et al. 3.7. Integration of Experimenting and Modelling by Advanced Educational Technology: Examples from Nuclear Physics; H.P. Schecker. 3.8. Where You Want IT, When You Want IT: The Role of Portable Computers in Science Education; A.E. McFarlane, Y. Friedler. Section 4: Curriculum. Editor: J. van den Akker. 4.1. The Science Curriculum: Between Ideals and Outcomes; J. van den Akker. 4.2. Cooperative Learning in the Science Curriculum; R. Lazarowitz, R. Hertz-Lazarowitz. 4.3. Curriculum Change in Science: Riding the Waves of Reform; J. Wallace, W. Louden. 4.4. Science Curriculum: Transforming Goals to Practices; R.W. Bybee, N. Ben-Zvi. 4.5. Integrated Science and Mathematics Education: Evolution and Implications of a Theoretical Model; D.F. Berlin, A.L. White. 4.6. The Learning Cycle Approach as a Strategy for Instruction in Science; M.R. Abraham. Section 5: Learning Environments. Editor: B. Fraser. 5.1. Science Learning Environments: Assessment, Effects and D