The International Handbook of Science Education is a two volume edition pertaining to the most significant issues in science education. It is a follow-up to the first Handbook, published in 1998, which is seen as the most authoritative resource ever produced in science education. The chapters in this edition are reviews of research in science education and retain the strong international flavor of the project. It covers the diverse theories and methods that have been a foundation for science education and continue to characterize this field.
Each section contains a lead chapter that provides an overview and synthesis of the field and related chapters that provide a narrower focus on research and current thinking on the key issues in that field. Leading researchers from around the world have participated as authors and consultants to produce a resource that is comprehensive, detailed and up to date. The chapters provide the most recent and advanced thinking in science education making the Handbook again the most authoritative resource in science education.

Builds on the reputation of the first edition which is seen as the most comprehensive and authoritative book on science education

PART ONE Preface Section 1: Sociocultural Perspectives and Urban Education              KENNETH TOBIN1.1       Sociocultural Perspectives on Science Education              STACY OLITSKY & CATHERINE MILNE1.2       Understanding Engagement in Science Education: The Psychological and the Social              YEW-JIN LEE1.3       Identity-Based Research in Science Education              JRÈNE RAHM1.4       Diverse Urban Youth's Learning of Science Outside School in University Outreach and Community Science Programs              CHRISTOPHER EMDIN1.5       Reality Pedagogy and Urban Science Education: Toward a Comprehensive Understanding of the Urban Science Classroom              DONNA KING & STEPHEN M. RITCHIE1.6       Learning Science Through Real-World Contexts              ROWHEA ELMESKY1.7       Collaborative Research Models for Transforming Teaching and Learning Experiences              MARIA VARELAS, JUSTINE M. KANE, ELI TUCKER-RAYMOND & CHRISTINE C. PAPPAS1.8       Science Learning in Urban Elementary School Classrooms: Liberatory Education and Issues of Access, Participation and Achievement   Section 2: Learning and Conceptual Change              REINDERS DUIT & DAVID F. TREAGUST2.1       How Can Conceptual Change Contribute to Theory and Practice in Science Education?              STELLA VOSNIADOU2.2       Reframing the Classical Approach to Conceptual Change: Preconceptions, Misconceptions and Synthetic Models              GREGORY P. THOMAS2.3       Metacognition in Science Education: Past, Present and Future Considerations              BRUCE WALDRIP & VAUGHAN PRAIN2.4       Learning From and Through Representations in Science              LYNN STEPHENS & JOHN J. CLEMENT2.5       The Role of Thought Experiments in Science and Science Learning              COLETTE MURPHY2.6       Vygotsky and Primary Science              AVI HOFSTEIN & PER M. KIND2.7       Learning In and From Science Laboratories              URI ZOLLER & TAMI LEVY NAHUM2.8       From Teaching to KNOW to Learning to THINK in Science Education              EDUARDO F. MORTIMER, PHIL SCOTT & CHARBEL N. EL-HANI2.9       The Heterogeneity of Discourse in Science Classrooms: The Conceptual Profile Approach              KNUT NEUMANN, ALEXANDER KAUERTZ & HANS E. FISCHER2.10     Quality of Instruction in Science Education            FANG-YING YANG & CHIN-CHUNG TSAI2.11     Personal Epistemology and Science Learning: A Review of Empirical Studies              GREGORY J. KELLY, SCOTT MCDONALD & PER-OLOF WICKMAN2.12     Science Learning and Epistemology   Section 3: Teacher Education and Professional Development              JOHN WALLACE & JOHN LOUGHRAN3.1       Science Teacher Learning              SHIRLEY SIMON & SANDRA CAMPBELL3.2       Teacher Learning and Professional Development in Science Education              PAULINE W.U. CHINN3.3       Developing Teachers' Place-Based and Culture-Based Pedagogical Content Knowledge and Agency              NORMAN G. LEDERMAN & JUDITH S. LEDERMAN3.4       Nature of Scientific Knowledge and Scientific Inquiry: Building Instructional Capacity Through Professional Development              THOMAS KOBALLA, JR. & LESLIE U. BRADBURY3.5       Mentoring in Support of Reform-Based Science Teaching              PETER C. TAYLOR, ELISABETH SETTELMAIER & BAL CHANDRA LUITEL3.6       Multi-Paradigmatic Transformative Research as/for Teacher Education: An Integral Perspective              JULIE A. BIANCHINI3.7       Teaching While Still Learning to Teach: Beginning Science Teachers' Views, Experiences and Classroom Practices              AMANDA BERRY & JOHN LOUGHRAN3.8       Developing Science Teacher Educators' Pedagogy of Teacher Education              SONYA N. MARTIN & CHRISTINA SIRY3.9       Using Video in Science Teacher Education: An Analysis of the Utlilization of Video-Based Media by Teacher Educators and Researchers              HANS E. FISCHER, ANDREAS BOROWSKI & OLIVER TEPNER3.10     Professional Knowledge of Science Teachers              JALE CAKIROGLU, YESIM CAPA AYDIN & ANITA WOOLFOLK HOY3.11     Science Teaching Efficacy Beliefs              JAMES J. GALLAGHER, ROBERT E. FLODEN & YOVITA GWEKWERERE3.12     Context for Developing Leadership in Science and Mathematics Education in the United States              LYNN A. BRYAN3.13     Research on Science Teacher Beliefs   Section 4: Equity and Social Justice              KATHRYN SCANTLEBURY4.1       Still Part of the Conversation: Gender Issues in Science Education              ADRIANE SLATON & ANGELA CALABRESE BARTON4.2       Respect and Science Learning              DEBRA PANIZZON4.3       Science Education in Rural Settings: Exploring the 'State of Play' Internationally              ELIZABETH MCKINLEY & GEORGINA STEWART4.4       Out of Place: Indigenous Knowledge in the Science Curriculum             KATHERINE RICHARDSON BRUNA4.5       On Knowing and US Mexican Youth: Bordering Science Education Research, Practice and Policy              EILEEN CARLTON PARSONS, JAMES COOPER & JAMILA SMITH SIMPSON4.6       Science Education Research Involving Blacks in the United Sates during 1997-2007: Synthesis, Critique and Recommendations            MARIA S. RIVERA MAULUCCI4.7       Social Justice Research in Science Education: Methodologies, Positioning and Implications for Future Research   Section 5: Assessment and Evaluation              RUSSELL TYTLER & JONATHAN OSBORNE5.1       Student Attitudes and Aspirations Towards Science              KAREN KERR & COLETTE MURPHY5.2       Children's Attitudes to Primary Science              XIUFENG LIU5.3       Developing Measurement Instruments for Science Education Research              MANFRED PRENZEL, TINA SEIDEL & MAREIKE KOBARG5.4       Science Teaching and Learning: An International Comparative Perspective              BRONWEN COWIE5.5       Focusing on the Classroom: Assessment for Learning              IRIT SASSON & YEHUDIT J. DORI5.6       Transfer Skills and Their Case-Based Assessment              ALEXANDER KAUERTZ, KNUT NEUMANN & HENDRIK HAERTIG5.7       Competence in Science Education              FRANCES LAWRENZ & CHRISOPHER DAVID DESJARDINS5.8       Trends in Government-Funded Multi-Site K-12 Science Program Evaluation  PART TWO  Section 6: Curriculum and Reform              GRADY VENVILLE, LÉONIE J. RENNIE & JOHN WALLACE6.1       Curriculum Integration: Challenging the Assumption of School Science as Powerful Knowledge            CLARE CHRISTENSEN & PETER J. FENSHAM6.2       Risk, Uncertainty and Complexity in Science Education              RICHARD K. COLL & NEIL TAYLOR6.3       An International Perspective on Science Curriculum Development and Implementation              DAVID FORTUS & JOSEPH KRAJCIK6.4       Curriculum Coherence and Learning Progressions              TROY D. SADLER & VAILLE DAWSON6.5       Socio-Scientific Issues in Science Education: Contexts for the Promotion of Key Learning Outcomes              ALISTER JONES6.6       Technology in Science Education: Context, Contestation and Connection             APRIL LUEHMANN & JEREMIAH FRINK6.7       Web 2.0 Technologies, New Media Literacies and Science Education: Exploring the Potential to Transform              STEPHEN M. RITCHIE6.8       Leading the Transformation of Learning and Praxis in Science Classrooms              SUSAN A. KIRCH6.9       Understanding Scientific Uncertainty as a Teaching and Learning Goal              MICHAEL P. MUELLER & DEBORAH TIPPINS6.10     Citizen Science, Ecojustice and Science Education: Rethinking and Education from Nowhere              HANNA J. ARZI6.11     Change - A Desired Permanent State in Science Education              LYN CARTER6.12     Globalisation and Science Education: Global Information Culture, Postcolonialism and Sustainability              SHARON J. LYNCH6.13     Metaphor and Theory for Scale-Up Research: Eagles in the Anacostia and Activity Systems   Section 7: Argumentation and Nature of Science              JONATHAN OSBORNE7.1       The Role of Argument: Learning How to Learn in School Science              CATHERINE MILNE7.2       Beyond Argument in Science: Science Education as Connected and Separate Knowing              CHRISTINE V. MCDONALD & CAMPBELL J. MCROBBIE7.3       Utilising Argumentation to Teach Nature of Science              DAVID GEELAN7.4       Teacher Explanations              MARÍA PILAR JIMÉNEZ-ALEIXANDRE & BLANCA PUIG7.5       Argumentation, Evidence Evaluation and Critical Thinking              JOHN R. STAVER7.6       Constructivism and Realism: Dueling Paradigms              MICHIEL VAN EIJCK7.7       Capturing the Dynamics of Science in Science Education              FOUAD ABD-EL-KHALICK7.8       Nature of Science in Science Education: Toward a Coherent Framework for Synergistic Research and Development   Section 8: Out-of-School Learning              JOHN H. FALK & LYNN D. DIERKING8.1       Lifelong Science Learning for Adults: The Role of Free-Choice Experiences              JUSTIN DILLON8.2       Science, the Environment and Education Beyond the Classroom              J. RANDY MCGINNIS, EMILY HESTNESS, KELLY RIEDINGER, PHYLLIS KATZ, GILI MARBACH-AD & AMY DAI8.3       Informal Science Education in Formal Science Teacher Preparation              TALI TAL8.4       Out-of-School: Learning Experiences, Teaching and Students' Learning              PETER AUBUSSON, JANETTE GRIFFIN & MATTHEW KEARNEY8.5       Learning Beyond the Classroom: Implications for School Science              KOSHI DHINGRA8.6       Science Stories on Television              PREETI GUPTA & JENNIFER D. ADAMS8.7       Museum-University Partnerships for Preservice Science Education              JENNIFER D. ADAMS8.8       Community Science: Capitalizing on Local Ways of Enacting Science in Science Education              DAVID ANDERSON & KIRSTEN M. ELLENBOGEN8.9       Learning Science in Informal Contexts - Epistemological Perspectives and Paradigms   Section 9: Learning Environments              BARRY J. FRASER9.1       Classroom Learning Environments: Retrospect, Context and Prospect              THEO WUBBELS & MIEKE BREKELMANS9.2       Teacher-Students Relationships in the Classroom              JILL M. ALDRIDGE9.3       Outcomes-Focused Learning Environments              DAVID B. ZANDVLIET9.4       ICT Learning Environments and Science Education: Perception to Practice              REBEKAH K. NIX9.5       Cultivating Constructivist Classrooms through Evaluation of an Integrated Science Learning Environment              CATHERINE MARTIN-DUNLOP & BARRY J. FRASER9.6       Using a Learning Environment Perspective in Evaluating an Innovative Science Course for Prospective Elementary Teachers              DONNA DEGENNARO9.7       Evolving Learning Designs and Emerging Technologies              JEFFREY P. DORMAN9.8       The Impact of Student Clustering on the Results of Statistical Tests   Section 10: Literacy and Language              NANCY R. ROMANCE & MICHAEL R. VITALE10.1     Interdisciplinary Perspectives Linking Science and Literacy in Grades K-5: Implications for Policy and Practice              BRIAN HAND & VAUGHAN PRAIN10.2     Writing as a Learning Tool in Science: Lessons Learnt and Future Agendas              MARIONA ESPINET, MERCÈ IZQUIERDO, JOSEP BONIL & S. LIZETTE RAMOS DE ROBLES10.3     The Role of Languages in Modeling the Natural World: Perspectives in Science Education              WILLIAM G. HOLLIDAY & STEPHEN D. CAIN10.4     Teaching Science Reading Comprehension: A Realistic, Research-Based Approach              RANDY K. YERRICK, ANNA M. LIUZZO & JANINA BRUTT-GRIFFLER10.5     Building Common Language, Experiences and Learning Spaces with Lower-Track Science Students              PEI-LING HSU & WOLFF-MICHAEL ROTH10.6     Understanding Beliefs, Identity, Conceptions and Motivations from a Discursive Psychology Perspective   Section 11: Research Methods              FREDERICK ERICKSON11.1     Qualitative Research Methods for Science Education              JAY L. LEMKE11.2     Analysing Verbal Data: Principals, Methods and Problems              SHIRLEY R. STEINBERG & JOE L. KINCHELOE11.3     Employing the Bricolage as Critical Research in Science Education              WOLFF-MICHAEL ROTH & PEI-LING HSU11.4     Analyzing Verbal Data: An Object Lesson