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Contributions from Science Education Research

  • Conference proceedings
  • © 2007

Overview

Editors:
  1. Roser Pintó

    1. Universitat Autònoma de Barcelona, Spain

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    You can also search for this editor in PubMed   Google Scholar

  2. Digna Couso

    1. Universitat Autònoma de Barcelona, Spain

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    You can also search for this editor in PubMed   Google Scholar

  • Conference proceedings of the Fifth European Science Education Research Association conference
  • Includes edited versions of 37 outstanding papers presented during the conference

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Table of contents (37 papers)

  1. Front Matter

    Pages I-XIX
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  2. Students’ Interest In Learning Science

    1. Front Matter

      Pages 1-1
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    2. Interest in Science: Lessons and non-lessons from TIMSS and PISA

      • Peter J. Fensham
      Pages 3-10

    3. Research-based Innovative Units for Enhancing Student Cognitive Outcomes and Interest in Science

      • David F. Treagust
      Pages 11-26

    4. Girls and Physics: Dilemmas and Tensions

      • Elizabeth Whitelegg, Patricia Murphy, Christina Hart
      Pages 27-36

  3. Science Education Research: New Approaches and Links to Practice

    1. Front Matter

      Pages 37-37
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    2. Contested Territory: The Actual and Potential Impact of Research on Teaching and Learning Science on Students’ Learning

      • John Leach
      Pages 39-57

    3. Studying Science Teaching Practices in Relation to Learning: Time Scales of Teaching Phenomena

      • Andrée Tiberghien, Christian Buty
      Pages 59-75

    4. The Potential of Video Studies in Research on Teaching and Learning Science

      • Maja Brückmann, Reinders Duit, Maike Tesch, Hans Fischer, Alexander Kauertz, Thomas Reyer et al.
      Pages 77-89

  4. Science Teachers’ Knowledge, Practice and Education

    1. Front Matter

      Pages 91-91
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    2. Pedagogical Content Knowledge: What Does it Mean to Science Teachers?

      • John Loughran, Amanda Berry, Pamela Mulhall
      Pages 93-105

    3. Science Teachers’ PCK and Teaching Practice: Learning to Scaffold Students’ Open-inquiry Learning

      • Onno de Jong, A.E. van der Valk
      Pages 107-118

    4. Physics in Context – A program for Improving Physics Instruction in Germany

      • Reinders Duit, Silke Mikelskis-Seifert, Christoph T. Wodzinski
      Pages 119-130

    5. The Relationship of Capability Beliefs and Teaching Environments of New Danish Elementary Teachers of Science to Teaching Success

      • Annemarie M. Andersen, SØren Dragsted, Robert H. Evans, Helene SØrensen
      Pages 131-142

    6. A Beginners’ Module of Integrated Natural Science for Secondary Teacher Students: The result of an Educational Reconstruction Process over Three Iterations

      • Albert Zeyer, Manuela Welzel
      Pages 143-156

  5. Learning and Understanding Science

    1. Front Matter

      Pages 157-157
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    2. Learning Process Studies

      • Hans Niedderer, Marion Budde, Damien Givry, Dimitris Psillos, Andrée Tiberghien
      Pages 159-171

    3. Meaning Construction and Contextualization While Solving a Dynamics Task in the Laboratory

      • Carlos Reigosa, MarÍa P. Jiménez-Aleixandre
      Pages 173-185

    4. Development of a Model of Formative Assessment

      • Terry Russell, Linda McGuigan
      Pages 187-198

    5. Memorisation of Information from Scientific Movies

      • Bülent Pekdag, Jean-François Le Maréchal
      Pages 199-210
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Keywords

About this book

In August 2005, over 500 international researchers from the field of science education met at the 5th European Science Education Research Association conference in Barcelona, Spain.

Two of the main topics at this conference were: the decrease in the number of students interested in school science and concern about the worldwide outcomes of studies on students’ scientific literacy. At the conference, over 400 papers were presented, covering a wide range of topics relevant to science education research, such as evidence-based practice, teachers’ professional development, the role of ICT and multimedia, formal and informal learning environments, and argumentation and modelling in science education. This volume includes edited versions of 37 outstanding papers presented during the conference, including the lectures of the keynote speakers. They have been selected for their quality, variety and interest, and present a good overview of the field of science education research.

Editors and Affiliations

  • Universitat Autònoma de Barcelona, Spain

    Roser Pintó, Digna Couso

Bibliographic Information

  • Book Title: Contributions from Science Education Research

  • Editors: Roser Pintó, Digna Couso

  • DOI: https://doi.org/10.1007/978-1-4020-5032-9

  • Publisher: Springer Dordrecht

  • eBook Packages: Humanities, Social Sciences and Law, Education (R0)

  • Copyright Information: Springer Science+Business Media B.V. 2007

  • Hardcover ISBN: 978-1-4020-5031-2Published: 18 September 2007

  • Softcover ISBN: 978-94-007-8730-8Published: 19 September 2014

  • eBook ISBN: 978-1-4020-5032-9Published: 19 September 2007

  • Edition Number: 1

  • Number of Pages: XIX, 518

  • Topics: Science Education, Teaching and Teacher Education, Learning & Instruction

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