Table Of ContentHandbook 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.
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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!!
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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
