A range of topical issues and concerns at the forefront of research in science education in Europe are examined in this text. The contributors are science educators and researchers from throughout Europe.

A range of topical issues and concerns at the forefront of research in science education in Europe are examined in this text. The contributors are science educators and researchers from throughout Europe.

In many countries, questions are being raised about the quality and value of educational research, and whether educational practice can ever draw upon research evidence as productively as in fields such as medicine. This book explores the relationship between research and practice in education, using the case of science education as an example. It looks at the extent to which current practice could be said to be informed by knowledge or ideas generated by research - and at the extent to which the use of current practices or the adoption of new ones are, or could be, supported by research evidence - and so be said to be evidence-based. The issues considered are not specific to science, but apply to the teaching and learning of any curriculum subject.
The book draws on the findings of four inter-related research studies, carried out by the Evidence-based Practice in Science Education (EPSE) Research Network. It considers:
- how research might be used to establish greater consensus about curriculum
- how research can inform the design of assessment tools and teaching interventions
- teachers' and other science educators' perceptions of the influence of research on their teaching practices and their students' learning
- the extent to which evidence can show that an educational practice "works."
The book is unique in exploring the issues raised by the current debate about educational research within the context of the teaching and learning of a specific curriculum subject. Rather than looking at how research might inform educational practices in the abstract, it looks at how research can lead to improvement in the teaching of specific pieces of knowledge, or specificskills, that we value. The issues it explores are therefore of direct interest and relevance to educational practitioners and policy-makers.

Competence in scientific reasoning is one of the most valued outcomes of secondary and higher education. However, there is a need for a deeper understanding of and further research into the roles of domain-general and domain-specific knowledge in such reasoning. This book explores the functions and limitations of domain-general conceptions of reasoning and argumentation, the substantial differences that exist between the disciplines, and the role of domain-specific knowledge and epistemologies. Featuring chapters and commentaries by widely cited experts in the learning sciences, educational psychology, science education, history education, and cognitive science, Scientific Reasoning and Argumentation presents new perspectives on a decades-long debate about the role of domain-specific knowledge and its contribution to the development of more general reasoning abilities.

Competence in scientific reasoning is one of the most valued outcomes of secondary and higher education. However, there is a need for a deeper understanding of and further research into the roles of domain-general and domain-specific knowledge in such reasoning. This book explores the functions and limitations of domain-general conceptions of reasoning and argumentation, the substantial differences that exist between the disciplines, and the role of domain-specific knowledge and epistemologies. Featuring chapters and commentaries by widely cited experts in the learning sciences, educational psychology, science education, history education, and cognitive science, Scientific Reasoning and Argumentation presents new perspectives on a decades-long debate about the role of domain-specific knowledge and its contribution to the development of more general reasoning abilities.

In many countries, questions are being raised about the quality and value of educational research, and whether educational practice can ever draw upon research evidence as productively as in fields such as medicine. This book explores the relationship between research and practice in education, using the case of science education as an example. It looks at the extent to which current practice could be said to be informed by knowledge or ideas generated by research - and at the extent to which the use of current practices or the adoption of new ones are, or could be, supported by research evidence - and so be said to be evidence-based. The issues considered are not specific to science, but apply to the teaching and learning of any curriculum subject.
The book draws on the findings of four inter-related research studies, carried out by the Evidence-based Practice in Science Education (EPSE) Research Network. It considers:
- how research might be used to establish greater consensus about curriculum
- how research can inform the design of assessment tools and teaching interventions
- teachers' and other science educators' perceptions of the influence of research on their teaching practices and their students' learning
- the extent to which evidence can show that an educational practice "works."
The book is unique in exploring the issues raised by the current debate about educational research within the context of the teaching and learning of a specific curriculum subject. Rather than looking at how research might inform educational practices in the abstract, it looks at how research can lead to improvement in the teaching of specific pieces of knowledge, or specificskills, that we value. The issues it explores are therefore of direct interest and relevance to educational practitioners and policy-makers.

Landmark Essays on Rhetorics of Difference challenges the Eurocentric perspective from which the field of rhetoric is traditionally viewed. Taking a step beyond the creation of alternative rhetorics that maintain the centrality of the European and Greco-Roman tradition, this volume argues on behalf of pluriversal rhetorics that coexist as equally important on their own terms. A timely addition to the respected Landmark Essays series, it will be invaluable to students of history of rhetoric, literacy, composition, and writing studies.

Science in secondary schools has tended to be viewed mainly as a 'practical subject', and language and literacy in science education have been neglected. But learning the language of science is a major part of science education: every science lesson is a language lesson, and language is a major barrier to most school students in learning science. This accessible book explores the main difficulties in the language of science and examines practical ways to aid students in retaining, understanding, reading, speaking and writing scientific language.

Jerry Wellington and Jonathan Osborne draw together and synthesize current good practice, thinking and research in this field. They use many practical examples, illustrations and tried-and-tested materials to exemplify principles and to provide guidelines in developing language and literacy in the learning of science. They also consider the impact that the growing use of information and communications technology has had, and will have, on writing, reading and information handling in science lessons.

The authors argue that paying more attention to language in science classrooms is one of the most important acts in improving the quality of science education. This is a significant and very readable book for all student and practising secondary school science teachers, for science advisers and school mentors.

""The book has wide appeal in that the issues investigated - for example, the nature of science, practical work, the role of language, of technology and formative and summative assessment - are relevant and pertinent to science teachers' work in all school systems."
Professor David F Treagust, Curtin University of Technology, Australia"

This new edition of "Good Practice in Science Teaching" offers a comprehensive overview of the major areas of research and scholarship in science education.

Each chapter summarizes the research work and evidence in the field, and discusses its significance, reliability and implications for the practice of science teaching.

Thoroughly revised throughout, the new edition includes: Three new chapters covering: the learning of science in informal contexts; teacher professional development; and technology-mediated learning Updates to every chapter, reflecting the changes and developments in science education Further reading sections at the end of each chapter Each chapter has been written by science education researchers with national or international reputations. Each topic is approached in a straight-forward manner and is written in a concise and readable style.

This invaluable guide is ideal for science teachers of children of all ages, and others who work in teaching and related fields. It is an essential text for teachers in training and those studying for higher degrees.

Contributors Philip Adey, Paul Black, Maria Evagorou, John Gilbert, Melissa Glackin, Christine Harrison, Jill Hohenstein, Heather King, Alex Manning, Robin Millar, Natasha Serret, Shirley Simon, Julian Swain, Mary Webb.

This is a reproduction of a book published before 1923. This book may have occasional imperfections such as missing or blurred pages, poor pictures, errant marks, etc. that were either part of the original artifact, or were introduced by the scanning process. We believe this work is culturally important, and despite the imperfections, have elected to bring it back into print as part of our continuing commitment to the preservation of printed works worldwide. We appreciate your understanding of the imperfections in the preservation process, and hope you enjoy this valuable book.