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Part of the book series: Contemporary Trends and Issues in Science Education (CTISE, volume 20)
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Table of contents (15 chapters)
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Front Matter
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Back Matter
About this book
-It uses the significant studies of more than 75 researchers in 15 countries to see to what extent they provide evidence for an identity as a distinctive field of research.
-It considers trends in the research over time, and looks particularly at what progression in the research entails.
-It provides insight into how researchers influence each other and how involvement in research affects the being of the researcher as a person.
-It addresses the relation between research and practice in a manner that sees teaching and learning in the science classroom as interdependent with national policies and curriculum traditions about science.
It gives graduate students and other early researchers an unusual overview of their research area as a whole. Established researchers will be interested in, and challenged by, the identity the author ascribes to the research and by the plea he makes for the science content itself to be seen as problematic.Authors and Affiliations
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Emeritus Professor of Science Education, Monash University, Australia
Peter J. Fensham
Bibliographic Information
Book Title: Defining an Identity
Book Subtitle: The Evolution of Science Education as a Field of Research
Authors: Peter J. Fensham
Series Title: Contemporary Trends and Issues in Science Education
DOI: https://doi.org/10.1007/978-94-010-0175-5
Publisher: Springer Dordrecht
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eBook Packages: Springer Book Archive
Copyright Information: Springer Science+Business Media Dordrecht 2004
Hardcover ISBN: 978-1-4020-1467-3Published: 30 April 2004
Softcover ISBN: 978-1-4020-1468-0Published: 30 April 2004
eBook ISBN: 978-94-010-0175-5Published: 06 December 2012
Series ISSN: 1878-0482
Series E-ISSN: 1878-0784
Edition Number: 1
Number of Pages: XVII, 249
Topics: Science Education, International and Comparative Education, Teaching and Teacher Education