Handbook of Research on Science Education, Volume II PDF
Preview Handbook of Research on Science Education, Volume II
Handbook of Research on Science Education Building on the foundation set in Volume I—a landmark synthesis of research in the fi eld—Volume II is a comprehensive, state-of-the-art new volume highlighting new and emerging research perspectives. Features of Volume II • International range of authors who are the most prominent scholars in the fi eld • Overarching attention to research paradigms and their relationship to learning theory, research design, data collection, data analysis • Coverage of both global issues (such as policy) and the teaching and learning of specific disciplines • Balanced treatment of research on teaching and research on learning The contributors, all experts in their research areas, represent the international and gender diversity in the science education research community. The volume is organized around six themes: theory and methods of science education research; science learning; culture, gender, and society and science learning; science teaching; curriculum and assessment in science; and science teacher education. Each chapter presents an integrative review of the research on the topic it addresses—pulling together the existing research, work- ing to understand the historical trends and patterns in that body of scholarship, describing how the issue is conceptualized within the literature, how methods and theories have shaped the outcomes of the research, and where the strengths, weaknesses, and gaps are in the literature. Providing guidance to science education faculty and graduate students and leading to new insights and directions for future research, the H andbook of Research on Science Education, Volume II is an essential resource for the entire science education community. Norman G. Lederman is Professor and Chair, Department of Mathematics and Science Education, Illinois Institute of Technology, USA. Sandra K. Abell (deceased) was MU Curators Professor of Science Education, University of Missouri, USA. A renowned researcher and author nationally and internationally, she was named a fellow of the American Association for the Advancement of Science (AAAS), the American Educational Research Association (AERA), and the National Science Teachers Association (NSTA) and received numerous awards for her teaching and mentoring of students. This page intentionally left blank Handbook of Research on Science Education Volume II Edited by Norman G. Lederman Sandra K. Abell First published 2014 by Routledge 711 Third Avenue, New York, NY 10017 and by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN Routledge is an imprint of the Taylor & Francis Group, an informa business © 2014 Taylor & Francis The right of the editor to be identifi ed as the author of the editorial material, and of the authors for their individual chapters, has been asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this book may be reprinted or reproduced or utilized in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark Notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identifi cation and explanation without intent to infringe. Library of Congress Cataloging-in-Publication Data Handbook of research on science education / edited by Sanda K. Abell and Norman G. Lederman. p. cm. 1. Science—Study and teaching—Research. I. Abell, Sandra K. II. Lederman, Norman G. Q181.H149 2006 507.1—dc22 ISBN: 978-0-415-62937-9 (hbk) ISBN: 978-0-415-62955-3 (pbk) ISBN: 978-0-203-09726-7 (ebk) Typeset in Times by Apex CoVantage, LLC Dedication V olume I of this H andbook grew from conversations between Sandi and Naomi Silverman, who at that time was at Lawrence Erlbaum Associates, Inc. Sandi then reached out to me to serve as a co-editor. Sandi’s infl uence on the research preceding and following the publication of Volume I was strong and continues to be as strong and visionary as ever. Consequently, it would be a crime not to include Sandi as co-editor for Volume II. Sandi and I were already discussing this new volume prior to the time of her unfortunate passing. Throughout Sandi’s career, she was an excellent scholar in the area of teacher education, among other areas, a strong mentor (I think one of her PhD students described her as the master of tough love), global leader in science education, and a role model for us all. She had the perfect balance of theory and practice that many of us only aspire to develop. Personally, I always respected Sandi’s work, but I also could always rely on her honesty and integrity when it related to my work and a wide variety of other professional and personal topics. I miss Sandi greatly, and it is my sincerest hope that Volume II of the Handbook of Research on Science Education will help continue her legacy, not that her legacy needs any additional help. We miss you, Sandi!! This page intentionally left blank Contents Preface xi Acknowledgments xiii Section I. Theory and Methods of Science Education Research Section Editor: David F. Treagust 1 Paradigms in Science Education Research 3 David F. Treagust, Mihye Won, and Reinders Duit 2 Quantitative Research Designs and Approaches 18 Hans E. Fischer, William J. Boone, and Knut Neumann 3 Contemporary Qualitative Research: Toward an Integral Research Perspective 38 Peter Charles Taylor Section II. Science Learning Section Editor: Richard Lehrer 4 Student Conceptions and Conceptual Change: Three Overlapping Phases of Research 57 Tamer G. Amin, Carol L. Smith, and Marianne Wiser 5 Attitudes, Identity, and Aspirations Toward Science 82 Russell Tytler 6 Classroom Learning Environments: Historical and Contemporary Perspectives 104 Barry J. Fraser 7 Learning Science Outside of School 120 Léonie J. Rennie 8 Teaching Learning Progressions: An International Perspective 145 Per-Olof Wickman Section III. Diversity and Equity in Science Learning Section Editors: Cory A. Buxton and Okhee Lee 9 Unpacking and Critically Synthesizing the Literature on Race and Ethnicity in Science Education 167 Eileen Carlton Parsons 10 Gender Matters: Building on the Past, Recognizing the Present, and Looking Toward the Future 187 Kathryn Scantlebury 11 English Learners in Science Education 204 Cory A. Buxton and Okhee Lee vii viii Contents 12 Special Needs and Talents in Science Learning 223 J. Randy McGinnis and Sami Kahn 13 Science Education in Urban Contexts: New Conceptual Tools and Stories of Possibilities 246 Angela Calabrese Barton, Edna Tan, and Tara O’Neill 14 Rural Science Education: New Ideas, Redirections, and Broadened Definitions 266 J. Steve Oliver and Georgia W. Hodges 15 Culturally Responsive Science Education for Indigenous and Ethnic Minority Students 284 Elizabeth McKinley and Mark J. S. Gan Section IV. Science Teaching Section Editor: Jan H. van Driel 16 General Instructional Methods and Strategies 303 David F. Treagust and Chi-Yan Tsui 17 Discourse Practices in Science Learning and Teaching 321 Gregory J. Kelly 18 Promises and Challenges of Using Learning Technologies to Promote Student Learning of Science 337 Joseph S. Krajcik and Kongju Mun 19 Elementary Science Teaching 361 Kathleen J. Roth 20 Interdisciplinary Science Teaching 395 Charlene M. Czerniak and Carla C. Johnson 21 High School Biology Curricula Development: Implementation, Teaching, and Evaluation from the 20th to the 21st Century 412 Reuven Lazarowitz 22 Teaching Physics 434 Reinders Duit, Horst Schecker, Dietmar Höttecke, and Hans Niedderer 23 The Many Faces of High School Chemistry 457 Onno De Jong and Keith S. Taber 24 Earth System Science Education 481 Nir Orion and Julie Libarkin 25 Environmental Education 497 Justin Dillon 26 From Inquiry to Scientific Practices in the Science Classroom 515 Barbara A. Crawford Section V. Curriculum and Assessment in Science Section Editor: Paul Black 27 Scientific Literacy, Science Literacy, and Science Education 545 Douglas A. Roberts and Rodger W. Bybee 28 The History of Science Curriculum Reform in the United States 559 George E. DeBoer Contents ix 29 Scientific Practices and Inquiry in the Science Classroom 579 Jonathan Osborne 30 Research on Teaching and Learning of Nature of Science 600 Norman G. Lederman and Judith S. Lederman 31 The Evolving Landscape Related to Assessment of Nature of Science 621 Fouad Abd-El-Khalick 32 Cultural Perspectives in Science Education 651 Heidi B. Carlone, Angela Johnson, and Margaret Eisenhart 33 Culturally Relevant Schooling in Science for Indigenous Learners Worldwide: Stressing the All in Science Literacy for All 671 Eleanor Abrams, Larry D. Yore, Megan Bang, Bryan McKinley Jones Brayboy, Angelina Castagno, Joanna Kidman, Huei Lee, Mary Grace Villanueva, Ming Huey Wang, Paul Webb, and Chiung-Fen Yen 34 Socioscientific Issues as a Curriculum Emphasis: Theory, Research, and Practice 697 Dana L. Zeidler 35 Project Assessment: Its History, Evolution, and Current Practice 727 Sarah Beth Woodruff and Jane Butler Kahle 36 Precollege Engineering Education 747 Christine M. Cunningham and William S. Carlsen 37 Review of Science Education Program Evaluation 759 Frances Lawrenz and Mao Thao 38 The Central Role of Assessment in Pedagogy 775 Paul Black and J. Myron Atkin 39 Large-Scale Assessments in Science Education 791 Edward D. Britton and Steven A. Schneider Section VI. Science Teacher Education Section Editor: J. John Loughran 40 Developing Understandings of Practice: Science Teacher Learning 811 J. John Loughran 41 Science Teacher Attitudes and Beliefs: Reforming Practice 830 M. Gail Jones and Megan Leagon 42 Research on Science Teacher Knowledge 848 Jan H. van Driel, Amanda Berry, and Jacobiene Meirink 43 Learning to Teach Science 871 Tom Russell and Andrea K. Martin 44 Research on Teacher Professional Development Programs in Science 889 Julie A. Luft and Peter W. Hewson Contributors 911 Subject Index 913 Author Index 929
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