Research in Science Education — Past, Present, and Future

1. Front Matter

   Pages 1-10

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2. Views and Visions of Science Education Research

   1. Science Education Researchers and Research in Transition: Issues and Policies

      • Dimitris Psillos

      Pages 11-16

   2. Research in Science Education in Europe: Retrospect and Prospect

      • Edgar W. Jenkins

      Pages 17-26

   3. Science Content as Problematic - Issues for Research

      • Peter J. Fensham

      Pages 27-41

   4. Science Education Versus Science in the Academy: Questions - Discussion - Perspectives

      • Helmut Dahncke, Reinders Duit, John Gilbert, Leif Östman, Dimitris Psillos, David B. Pushkin

      Pages 43-48

3. Scientific Literacy — Conceptions and Assessment

   1. The Assessment of Scientific Literacy in the OECD/PISA Project

      • Wynne Harlen

      Pages 49-60

   2. Scientific Literacy: From Theory to Practice

      • Wolfgang Gräber, Peter Nentwig, Hans-Jürgen Becker, Elke Sumfleth, Anja Pitton, Kai Wollweber et al.

      Pages 61-70

   3. Making Formative Use of a National Summative Assessment Regime

      • Terry J. Russell, Linda McGuigan

      Pages 71-76

   4. A Comparison of STS-teaching and Traditional Physics Lessons - On the Correlation of Physics Knowledge and Taking Action

      • Helmut Dahncke, Helga Behrendt, Priit Reiska

      Pages 77-82

4. Students’ Conceptions

   1. On the Quantum Thinking of Physics Undergraduates

      • Gren Ireson

      Pages 83-88

   2. Experiences with a Modern Course in Quantum Physics

      • Gesche Pospiech

      Pages 89-94

   3. Learning Process Studies in the Field of Fractals

      • Michael Komorek, Reinders Duit, Nils Bücker, Barbara Naujack

      Pages 95-100

   4. Students’ Understandings of their Internal Structure as Revealed by Drawings

      • Michael J. Reiss, Sue Dale Tunnicliffe

      Pages 101-106

   5. Personal Context and Continuity of Human Thought; Recurrent Themes in a Longitudinal Study of Pupils’ Understanding of Scientific Phenomena

      • Gustav Helldén

      Pages 107-112

   6. Entities of the World and Causality in Children’s Thinking

      • Vassiliki Spiliotopoulou, Philippos Alevizos

      Pages 113-118

   7. Using Media Reports of Science Research in Pupils’ Evaluation of Evidence

      • Mary Ratcliffe, Patrick Fullick

      Pages 119-124

   8. Pupils’ Perceptions of Science Education at Primary and Secondary School

      • Bob Campbell

      Pages 125-130

5. Teachers’ Conceptions

   1. Teacher Professionalism and Change: Developing a Professional Self Through Reflective Assessment

      • Manfred Lang

      Pages 131-136

   2. Formative Assessment Using Concept Cartoons: Initial Teacher Training in the UK

      • Brenda Keogh, Stuart Naylor, Max de Boo, Rosemary Feasey

      Pages 137-142

   3. Teaching Chemical Equilibrium in Australian and German Senior High Schools

      • David F. Treagust, Wolfgang Gräber

      Pages 143-148

This volume includes articles based on papers presented at the Second International Conference of the European Science Education Research Association (E.S.E.R.A.) held in Kiel, August 31 to September 4, 1999. About 300 colleagues, virtually from around the world - with a particular European focus - participated. Some 200 papers were presented. Three pages synopses of these papers were published in Proceedings of the conference (edited by Michael Komorek, Helga Behrendt, Helmut Dahncke, Reinders Duit, Wolfgang Gräber and Angela Kross). They are available from the IPN homepage: http://www.ipn.uni-kiel.de. The participants were asked to submit contributions to the present volume. It contains the invited plenary lectures and a selection of the submitted contributions based on reviews by an international board and the editors. The volume mirrors main lines of research in science education in Europe and around the world. The invited lectures provide overviews of the growth of science education research from the past to the present, including views of future developments. Major emphasis of empirical research still seems to be students' conceptions and conceptual change. About half of the contributions fall into that category. In addition, most of the remaining contributions deal with various cognitive issues of teaching and learning science. It was surprising for us that the number of studies on affective issues and gender differences was much smaller than expected.

• ESERA
• European science education
• Stereochemistry
• evaluation
• microbiology
• science education
• science education research
• theory
• learning and instruction

• Faculty of Education, University of Kiel, Germany

  Helga Behrendt, Helmut Dahncke

• IPN — Institute for Science Education, University of Kiel, Germany

  Reinders Duit, Wolfgang Gräber, Michael Komorek, Angela Kross

• University of Educational Sciences, Tallinn

  Priit Reiska

Policies and ethics