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Research and the Quality of Science Education

  • Book
  • © 2005

Overview

Editors:
  1. Kerst Boersma

    1. Utrecht University, The Netherlands

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  2. Martin Goedhart

    1. University of Groningen, The Netherlands

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  3. Onno Jong

    1. Utrecht University, The Netherlands

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  4. Harrie Eijkelhof

    1. Utrecht University, The Netherlands

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  • Represents the state of the art in the field of research in science education
  • Selected out of 300 conference papers on their originality and quality

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Table of contents (38 chapters)

  1. Front Matter

    Pages i-x
    Download chapter PDF

  3. Science curriculum innovation

    1. 40 Years of Curriculum Development

      • Jon Ogborn
      Pages 57-65

    2. Characteristics of Meaningful Chemistry Education

      • Hanna Westbroek, Kees Klaassen, Astrid Bulte, Albert Pilot
      Pages 67-76

    3. Cross-Curricular Collaboration in Teaching Social Aspects of Genetics

      • Mary Ratcliffe, Richard Harris, Jenny McWhirter
      Pages 77-88

    4. School Innovation in Science: Change, Culture, Complexity

      • Russel Tytler
      Pages 89-105

    5. Ways of Using ‘Everyday Life’ in the Science Classroom

      • Maria Andrée
      Pages 107-116

  4. Science teacher education

    1. Science Teacher Education: Issues and Proposals

      • Dimitris Psillos, Anna Spyrtou, Petros Kariotoglou
      Pages 119-128

    2. Outcomes of Professional Development in Primary Science: Developing a Conceptual Framework

      • Paul Denley, Keith Bishop
      Pages 129-140

    3. Chemistry Teachers Research Their Own Work: Two Case Studies

      • Rachel Mamlok-Naaman, Oshrit Navon, Miriam Carmeli, Avi Hofstein
      Pages 141-155

    4. The Relationships Between Primary Teachers’ Attitudes and Cognition During a Two Year Science In-Service Programme

      • Tina Jarvis, Anthony Pell
      Pages 157-168

    5. Teaching Concepts in Contexts: Designing a Chemistry Teacher Course in a Curriculum Innovation

      • Machiel Stolk, Astrid Bulte, Onno de Jong, Albert Pilot
      Pages 169-180

    6. Epistemological Thought and Role-Playing: Impact on Pre-Service Teachers’ Opinions on Mobile Phone Risks

      • Virginie Albe, Laurence Simonneaux
      Pages 181-191

  5. Teaching-learning sequences in science education

    1. Teaching-Learning Sequences Tools for Learning and/or Research

      • Martine MéHeut
      Pages 195-207

    2. Designing and Evaluating Short Science Teaching Sequences: Improving Student Learning

      • John Leach, Jaume Ametller, Andy Hind, Jenny Lewis, Philip Scott
      Pages 209-220

    3. Discussing a Research Programme for the Improvement of Science Teaching

      • Björn Andersson, Frank Bach, Mats Hagman, Clas Olander, Anita Wallin
      Pages 221-230

    4. “Scientific Communication”: An Instructional Program for High-Order Learning Skills and Its Impact on Students’ Performance

      • Zahava Scherz, Ornit Spektor-Levy, Bat Sheva Eylon
      Pages 231-243
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Keywords

About this book

In August 2003 over 400 researchers in the field of science education from all over the world met at the 4th ESERA conference in Noordwijkerhout, The Netherlands. During the conference 300 papers about actual issues in the field, such as the learning of scientific concepts and skills, scientific literacy, informal science learning, science teacher education, modeling in science education were presented.

The book contains 40 of the most outstanding papers presented during the conference. These papers reflect the quality and variety of the conference and represent the state of the art in the field of research in science education.

Editors and Affiliations

  • Utrecht University, The Netherlands

    Kerst Boersma, Onno Jong, Harrie Eijkelhof

  • University of Groningen, The Netherlands

    Martin Goedhart

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