Science Education Research and Practice in Europe: Retrosspective and Prospecctive PDF
Preview Science Education Research and Practice in Europe: Retrosspective and Prospecctive
Science Education Research and Practice in Europe CULTURAL PERPECTIVES IN SCIENCE EDUCATION Volume 5 DISTINGUISHED CONTRIBUTORS Series Editors Kenneth Tobin The Graduate Center, City University of New York Catherine Milne New York University Cultural Perspectives in Science Education consists of handbooks and books that employ sociocultural theory and related methods to explicate key issues in science education. The series embraces diverse perspectives, endeavoring to learn from difference, polysemia and polyphonia, and resisting a tendency to emphasize one preferred form of scholarship. The series presents cutting edge theory and research, historical perspectives, biographies and syntheses of research that are germane to different geographical regions. The strength deriving from differences in science education is evident in the works of scholars from the expanding international community in which science education is practiced. Through research in science education, each volume in the series seeks to make a difference to critical issues that face humanity, examining scientific literacies and their role in sustaining life in a diverse, dynamic ecosystem. Sciencce Educattion Reseaarch and PPractice inn Europe Retrosspective annd Prospecctive Edited bby Doris Joorde Universiity of Oslo, Norway Justin DDillon King’s CCollege Londonn, UK A C.I.P. record for this book is available from the Library of Congress. ISBN: 978-94-6091-898-8 (paperback) ISBN: 978-94-6091-899-5 (hardback) ISBN: 978-94-6091-900-8 (e-book) Published by: Sense Publishers, P.O. Box 21858, 3001 AW Rotterdam, The Netherlands https://www.sensepublishers.com/ Printed on acid-free paper All Rights Reserved © 2012 Sense Publishers No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. ACKNOWLEDGEMENTS We would like to thank colleagues at Sense Publishers, in particular Michel Lokhorst, for their support throughout the production of this volume. We are also grateful to our series editors, Ken Tobin and Catherine Milne who provided the necessary stimulus, patience and motivation throughout what turned out to be a long process. We would especially like to thank all the authors who so generously gave of their time in contributing their chapters in a spirit of collegiality and scholarly excellence. Our friend and colleague, Phil Scott from the University of Leeds, who together with Asma Almahrouqi, contributed Chapter 12 on classroom discourse and science learning, sadly and suddenly passed away in July 2011. His contribution to science education in Europe and beyond is immeasurable as is our sense of loss. v CONTENTS 1. Science Education Research and Practice in Europe: Retrospective and Prospective 1 Doris Jorde and Justin Dillon 2. The Model of Educational Reconstruction – A Framework for Improving Teaching and Learning Science 13 Reinders Duit, Harald Gropengießer, Ulrich Kattmann, Michael Komorek and Ilka Parchmann 3. Transcending Science: Scientific Literacy and Bildung for the 21st Century 39 Per-Olof Wickman, Caroline Liberg and Leif Östman 4. How Research on Students’ Processes of Concept Formation can Inform Curriculum Development 63 Claudia v. Aufschnaiter and Christian Rogge 5. Studies of the Development of Students’ Understandings of Ecological Phenomena 91 Gustav Helldén 6. Video Analysis as a tool for Understanding Science Instruction 115 Hans E. Fischer and Knut Neumann 7. The Nature of Video Studies in Science Education 141 Andrée Tiberghien and Gérard Sensevy 8. Teaching Activities and Language use in Science Classrooms 181 Marianne Ødegaard and Kirsti Klette 9. Results and Perspectives from the ROSE Project 203 Svein Sjøberg and Camilla Schreiner 10. The Cultural Context of Science Education 237 Cathrine Hasse and Anne B. Sinding 11. Argumentation in Science Education Research: Perspectives from Europe 253 Sibel Erduran and Maria Pilar Jiménez-Aleixandre 12. Classroom Discourse and Science Learning: Issues of Engagement, Quality and Outcome 291 Asma Almahrouqi and Phil Scott 13. School Health Education Nowadays: Challenges and Trends 309 Graça S. Carvalho and Dominique Berger vii TABLE OF CONTENTS 14. Science Education Research in Turkey: A Content Analysis of Selected Features of Published Papers 341 Mustafa Sozbilir, Hulya Kutu and M. Diyaddin Yasar 15. Improving Science Education Through European Models of Sustainable Teacher Professional Development 375 Matthias Stadler and Doris Jorde viii DORIS JORDE AND JUSTIN DILLON 1. SCIENCE EDUCATION RESEARCH AND PRACTICE IN EUROPE: RETROSPECTIVE AND PROSPECTIVE INTRODUCTION In editing this volume of The World of Science Education devoted to Europe, we have invited a range of authors to describe their research in the context of developments in the continent and further afield. In this chapter, we begin by considering what we mean by Europe and then look at the historical, social and political contexts that have driven developments in science education research over the years. We finish with a look forward to where science education in Europe might be going in the years to come. WHAT COUNTS AS EUROPE? Europe is generally defined as one of the seven continents bordered by the Atlantic Ocean to the west, the Arctic Ocean to the north, the Mediterranean Sea to the south and the Black Sea to the south east. The border to Asia is usually considered as being the Urals and the Caspian Sea. There are 50 countries within Europe with at least as many languages and cultures. The creation of the European Union has given us an additional way to think of Europe. At the end of 1945 much of the continent lay in disarray and yet by 1950 a group of six countries (Belgium, France, Germany, Italy, Luxembourg and the Netherlands) had united to form a European coal and steel community so that a peaceful future might be secured. Subsequent unifying events included the signing of the Treaty of Rome in 1957 and the establishment of the European Economic Community (EEC). Denmark, Ireland and the United Kingdom joined the European Union (EU) in 1973, raising the number of member states to nine. Greece joined in 1981 followed by Spain and Portugal in 1986 making a total of 12 member states. Communism collapsed across Europe in the 1990’s and in 1993 the EU introduced the idea of four basic ‘freedoms’: movement of goods, services, people and money. Three more countries joined the EU in 1995: Austria, Finland and Sweden. Borders between countries were opened and students were encouraged to study in other EU countries. Eight new countries were added in 2004: the Czech Republic, Estonia, Latvia, Lithuania, Hungary, Poland, Slovenia and Slovakia. Cyprus and Malta were added soon afterwards. Bulgaria and Romania became members in 2007 Doris Jorde and Justin Dillon (Eds.), Science Education Research and Practice in Europe: Retrospective and Prospective, 1–11. © 2012 Sense Publishers. All rights reserved.
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