This book explores the ways in which small scale research studies arise from issues of practice, and how they are conceptualised, theorised and implemented using a variety of methodological approaches and frameworks. The narratives written by thirteen doctoral students tell real stories of projects and challenges that researchers face when making the transition from educational practitioner to researcher. Considering case studies from the UK, Sweden and Germany, chapters seek to investigate and inform others about how doctoral students solved individual and typical problems linking practice and research. Each methodological journey highlights and illustrates the iterative and cyclic nature of research, and the normality of the process of going back and forth between data and theory, making changes of direction as research proceeds. The book includes frameworks for combining research, theory and practice, drawing from the methodological decisions and conclusions each contributor made to develop their own practice oriented research. Narratives of Doctoral Studies in Science Education will be key reading for researchers and academics in the fields of educational research, science education, research methods and higher education, as well as masters and doctoral students undertaking their own research projects.

This book explores the ways in which small scale research studies arise from issues of practice, and how they are conceptualised, theorised and implemented using a variety of methodological approaches and frameworks. The narratives written by thirteen doctoral students tell real stories of projects and challenges that researchers face when making the transition from educational practitioner to researcher. Considering case studies from the UK, Sweden and Germany, chapters seek to investigate and inform others about how doctoral students solved individual and typical problems linking practice and research. Each methodological journey highlights and illustrates the iterative and cyclic nature of research, and the normality of the process of going back and forth between data and theory, making changes of direction as research proceeds. The book includes frameworks for combining research, theory and practice, drawing from the methodological decisions and conclusions each contributor made to develop their own practice oriented research. Narratives of Doctoral Studies in Science Education will be key reading for researchers and academics in the fields of educational research, science education, research methods and higher education, as well as masters and doctoral students undertaking their own research projects.

Experimentieren.- Kooperatives Lernen.- Sprache.- Professionswissen.- Argumentieren.- Denken u ber Modelle und Modellbildung.- Bildung.- Lernen im Kontext.- Nature of Science.- Mentale Modelle.- Multimedia.- Schulervorstellungen und Conceptual Change.- Lernen mit Reprasentationen.- Interesse.- Unterrichtsqualitat.- Vernetzung.- Urteilen/ Entscheidungsfindung.- Bewerten.- Learning Progression.- Naturwissenschaftliche Expertise.- Multimedia

Many projects in recent years have applied context-based learning and engagement tools to the fostering of long-term student engagement with chemistry. While empirical evidence shows the positive effects of context-based learning approaches on students' interest, the long-term effects on student engagement have not been sufficiently highlighted up to now. Edited by respected chemistry education researchers, and with contributions from practitioners across the world, Engaging Learners with Chemistry sets out the approaches that have been successfully tested and implemented according to different criteria, including informative, interactive, and participatory engagement, while also considering citizenship and career perspectives. Bringing together the latest research in one volume, this book will be useful for chemistry teachers, researchers in chemistry education and professionals in the chemical industry seeking to attract students to careers in the chemical sector.

Die naturwissenschaftsdidaktische Forschung greift auf ein grosses Repertoire an Forschungsmethoden fur die Gewinnung und Analyse von Daten sowie fur die Entwicklung darauf basierender Unterrichtskonzeptionen zuruck. Dieses Buch gibt einen breiten Uberblick und fuhrt in die konkrete Anwendung verschiedener Methoden ein.

Die Kapitel, geschrieben von ausgewiesenen Forscherinnen und Forschern in den Fachdidaktiken der Biologie, Chemie und Physik, greifen jeweils eine methodische Herangehensweise an naturwissenschaftsdidaktische Fragestellungen auf.

Auswahl, Konstruktion, Optimierung und Einsatz der zur Fragestellung und zum Studiendesign passenden Instrumente werden erlautert und begrundet. Ziel ist es, insbesondere dem forschenden Nachwuchs konkrete Anregungen fur ein eigenes methodisches Vorgehen hinsichtlich der Planung, Durchfuhrung und Auswertung zu geben. Damit schliesst dieses Buch eine Lucke in der zunehmend komplexer werdenden naturwissenschaftsdidaktischen Forschungslandschaft.

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