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Volume III of this landmark synthesis of research offers a
comprehensive, state-of-the-art survey highlighting new and
emerging research perspectives in science education. Building on
the foundations set in Volumes I and II, Volume III provides a
globally minded, up-to-the-minute survey of the science education
research community and represents the diversity of the field. Each
chapter has been updated with new research and new content, and
Volume III has been further developed to include new and expanded
coverage on astronomy and space education, epistemic practices
related to socioscientific issues,design-based research,
interdisciplinary and STEM education, inclusive science education,
and the global impact of nature of science and scientific inquiry
literacy. As with previous volumes, Volume III is organized around
six themes: theory and methods of science education research;
science learning; diversity and equity; science teaching;
curriculum and assessment; and science teacher education. Each
chapter presents an integrative review of the research on the topic
it addresses, pulling together the existing research, working to
understand 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,
scholars, and graduate students, and pointing towards future
directions of the field, Handbook of Research on Science Education
Research, Volume III offers an essential resource to all members of
the science education community.
Volume III of this landmark synthesis of research offers a
comprehensive, state-of-the-art survey highlighting new and
emerging research perspectives in science education. Building on
the foundations set in Volumes I and II, Volume III provides a
globally minded, up-to-the-minute survey of the science education
research community and represents the diversity of the field. Each
chapter has been updated with new research and new content, and
Volume III has been further developed to include new and expanded
coverage on astronomy and space education, epistemic practices
related to socioscientific issues,design-based research,
interdisciplinary and STEM education, inclusive science education,
and the global impact of nature of science and scientific inquiry
literacy. As with previous volumes, Volume III is organized around
six themes: theory and methods of science education research;
science learning; diversity and equity; science teaching;
curriculum and assessment; and science teacher education. Each
chapter presents an integrative review of the research on the topic
it addresses, pulling together the existing research, working to
understand 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,
scholars, and graduate students, and pointing towards future
directions of the field, Handbook of Research on Science Education
Research, Volume III offers an essential resource to all members of
the science education community.
This book is the first in the field to directly address moral
reasoning and socioscientific discourse. It provides a theoretical
framework to rethink what a functional view of scientific literacy
entails by examining how nature of science issues, classroom
discourse issues, cultural issues, and
science-technology-society-environment case-based issues contribute
to developing habits of mind about socioscientific content. The
philosophical, psychological and pedagogical considerations
underpinning the role of moral reasoning and the status of
socioscientific issues in science education have been succinctly
expressed and elucidated in this book. Science teachers, teacher
educators, researchers, curriculum designers, politicians, and
organizations interested in educational and political reform should
find this volume very relevant and important for their missions.
This book is the first in the field to directly address moral
reasoning and socioscientific discourse. It provides a theoretical
framework to rethink what a "functional view" of scientific
literacy entails by examining how nature of science issues,
classroom discourse issues, cultural issues, and
science-technology-society-environment case-based issues contribute
to developing habits of mind about socioscientific content. The
philosophical, psychological and pedagogical considerations
underpinning the role of moral reasoning and the status of
socioscientific issues in science education have been succinctly
expressed and elucidated in this book. Science teachers, teacher
educators, researchers, curriculum designers, politicians, and
organizations interested in educational and political reform should
find this volume very relevant and important for their missions.
The extensive coverage of topics makes this book excellent for both
theoretical and practical purposes.
This book encourages scientific literacy by showing you how to
teach the understanding and thinking skills your students need to
explore real-world questions like these: Should schools charge a
""tax" to discourage kids from eating unhealthy foods? Should local
governments lower speed limits to reduce traffic fatalities? Should
pharmaceutical companies be allowed to advertise prescription drugs
directly to consumers? At the core of the exploration is the
Socioscientific Issues Framework. The framework gives students
practice in the research, analysis, and argumentation necessary to
grapple with difficult questions and build scientific literacy.
After introducing the concept of the framework and explaining how
it aligns with the Next Generation Science Standards, the book
shows you how to implement it through seven units targeted to the
elementary, middle, and high school levels. You even find out how
to develop your own socioscientific issues curriculum. Both
practical and content-rich, It's Debatable! doesn't shy away from
controversy. Instead, the authors encourage you and your students
to confront just how messy the questions raised by science (and
pseudoscience) can be. After all, as the authors note, "The only
way for our students to be prepared for participation in societal
discourse is to have practice in their school years, and what
better place than the science classroom?"
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