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Developing Standards in Research on Science Education
 
 
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Developing Standards in Research on Science Education (Hardcover)

by Fischer Hans E (Editor) "It appears that two traditions of science education research and development may be distinguished ..." (more)
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Product details

  • Hardcover: 12 pages
  • Publisher: Taylor & Francis; 1 edition (14 Jul 2005)
  • Language English
  • ISBN-10: 0415383390
  • ISBN-13: 978-0415383394
  • Product Dimensions: 24.6 x 17.8 x 2 cm
  • Average Customer Review: No customer reviews yet. Be the first.
  • Amazon.co.uk Sales Rank: 3,159,940 in Books (See Bestsellers in Books)

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Product Description

Product Description

Ph.D. students from 17 countries and supervisors and lecturers from 11 countries met to improve features of their research. The projects presented reflect a multitude of topics of research in science education as well as the variety and elaboration of theoretical frameworks used and a remarkable level of methodological expertise


From the Back Cover

This book provides a state-of-the art of science education in Europe. Recent developments were discussed by Ph.D. students from 14 European countries, Israel, Turkey and Venezuela in addition to supervisors and lecturers from 11 countries including Israel and the USA. They worked together for one week with a view to get a broader understanding of their field and improving and sharpening features of their respective theoretical backgrounds, research questions, and design and methodological demands. The projects presented reflect a multitude of topics and research goals in science education in Europe, as well as the variety and elaboration of theoretical frameworks used and a remarkable level of methodological expertise.

The following topics are included:

  • teachers' thinking and beliefs and teachers' actions in the classroom;

  • interaction between specific programs of science museums and teachers' and classes' plans for engagement;

  • teaching, learning and understanding of new subject matters for science classes;

  • different interaction processes in the classroom;

  • discourse analysis, decision making processes in science classes, and the use of models in chemistry lessons;

  • specific characters and the function of text when learning physics by means of computer-based multimedia.

All science subjects, including earth science, are involved in these articles and the level of analysed education varies from primary school to university and even extends to non-school settings.

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It appears that two traditions of science education research and development may be distinguished. Read the first page
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