B. Fraser

International Handbook of Science Education - Springer International Handbooks of Education B. Fraser 1998 edition

Marc Notes: Includes bibliographical references and indexes. Table of Contents: 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. Desautels, 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 Macro Contexts 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"Publisher Marketing: The International Handbook of Science Education is a two volume edition consisting of 77 chapters arranged into 10 sections pertaining to the most significant issues in science education. Current research and thinking and associated implications for practice are presented for learning, teaching, learning environments, teacher education, curriculum, educational technology, research methods, assessments and evaluation, equity, and history and philosophy of science. Each section contains a lead chapter that provides an overview and synthesis of the field and 5-8 related chapters that provide a narrower focus on research and current thinking on the key issues in that field. Researchers from around the world have participated as authors and consultants to produce a resource that is comprehensive, detailed and up to date for the late 1990s.