Table of Contents
Part 1 Science Learning; Chapter 1 Perspectives on Science Learning, Charles W. Anderson; Chapter 2 Student Conceptions and Conceptual Learning in Science, Phil Scott, Hilary Asoko, John Leach; Chapter 3 Language and Science Learning, William S. Carlsen; Chapter 4 Attitudinal and Motivational Constructs in Science Learning, Thomas R. Koballa, Jr., Shawn M. Glynn; Chapter 5 Classroom Learning Environments, Barry J. Fraser; Chapter 6 Learning Science Outside of School, Léonie J. Rennie; Part 2 Culture, Gender, Society, and Science Learning; Chapter 7 Science Education and Student Diversity: Race/Ethnicity, Language, Culture, and Socioeconomic Status, Okhee Lee, Aurolyn Luykx; Chapter 8 Postcolonialism, Indigenous Students, and Science Education, Elizabeth McKinley; Chapter 9 Issues in Science Learning: An International Perspective, Chorng-Jee Guo; Chapter 10 Gender Issues in Science Education Research: Remembering Where the Difference Lies, Kathryn Scantlebury, Dale Baker; Chapter 11 Special Needs and Talents in Science Learning, J. Randy McGinnis, Gregory P. Stefanich; Chapter 12 Science Learning in Urban Settings, Angela Calabrese Barton; Chapter 13 Rural Science Education, J. Steve Oliver; Part 3 Science Teaching; Chapter 14 General Instructional Methods and Strategies, David F. Treagust; Chapter 15 Learning and Teaching in the School Science Laboratory: An Analysis of Research, Theory, and Practice, Vincent N. Lunetta, Avi Hofstein, Michael P. Clough; Chapter 16 Discourse in Science Classrooms, Gregory J. Kelly; Chapter 17 Digital Resources Versus Cognitive Tools: A Discussion of Learning Science with Technology, Nancy Butler Songer; Chapter 18 Elementary Science Teaching, Ken Appleton; Chapter 19 Interdisciplinary Science Teaching, Charlene M. Czerniak; Chapter 20 High School Biology Curricula Development: Implementation, Teaching, and Evaluation from the Twentieth to the Twenty-First Century, Reuven Lazarowitz; Chapter 21 Teaching Physics, Reinders Duit, Hans Niedderer, Horst Schecker; Chapter 22 Teaching and Learning the Many Faces of Chemistry, Onno De Jong, Keith S. Taber; Chapter 23 Learning Earth Sciences, Nir Orion, Charles R. Ault, Jr.; Chapter 24 Environmental Education, Paul Hart; Part 4 Curriculum and Assessment in Science; Chapter 25 Scientific Literacy/Science Literacy, Douglas A. Roberts; Chapter 26 History of Science Curriculum Reform in the United States and the United Kingdom, J Myron Atkin, Paul Black; Chapter 27 Inquiry as an Organizing Theme for Science Curricula, Ronald D. Anderson; Chapter 28 Nature of Science: Past, Present, and Future, Norman G. Lederman; Chapter 29 Humanistic Perspectives in the Science Curriculum, Glen S. Aikenhead; Chapter 30 Systemic Reform: Research, Vision, and Politics, Jane Butler Kahle; Chapter 31 Review of Science Education Program Evaluation, Frances Lawrenz; Chapter 32 Classroom Assessment of Science Learning, Beverley Bell; Chapter 33 Large-Scale Assessments in Science Education, Edward D. Britton, Steven A. Schneider; Part 5 Science Teacher Education; Chapter 34 Science Teacher as Learner, J. John Loughran; Chapter 35 Science Teacher Attitudes and Beliefs, M. Gail Jones, Glenda Carter; Chapter 36 Research on Science Teacher Knowledge, Sandra K. Abell; Chapter 37 Learning to Teach Science, Tom Russell, Andrea K. Martin; Chapter 38 Teacher Professional Development in Science, Peter W. Hewson; Chapter 39 Science Teachers as Researchers, Kathleen J. Roth;
