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Topics and Trends in Current Science Education

9th ESERA Conference Selected Contributions

  • Book
  • © 2014

Overview

Editors:
  1. Catherine Bruguière

    1. EA 4148 S2HEP, University of Lyon 1, ENS-Lyon, University of Lyon, Villeurbanne Cedex, France

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  2. Andrée Tiberghien

    1. UMR ICAR, CNRS, UMR ICAR, CNRS, University of Lyon 2, ENS-Lyon, Lyon Cedex 07, France

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  3. Pierre Clément

    1. EA 4148 S2HEP, University of Lyon 1, ENS-Lyon, University of Lyon, Villeurbanne Cedex, France

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  • Gathers short accessible articles by opinion leaders in the world of science education
  • Bringing together cutting edge research, this book is indispensable to those who want to stay up to date with developments in the field
  • Offers new horizons and prospects for research, so will serve as a guide for orienting future research?

Part of the book series: Contributions from Science Education Research (CFSE, volume 1)

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About this book

This book features 35 of best papers from the 9th European Science Education Research Association Conference, ESERA 2011, held in Lyon, France, September 5th-9th 2011. The ESERA international conference featured some 1,200 participants from Africa, Asia, Australia, Europe as well as North and South America offering insight into the field at the end of the first decade of the 21st century. This book presents studies that represent the current orientations of research in science education and includes studies in different educational traditions from around the world. It is organized into six parts around the three poles (content, students, teachers) and their interrelations of science education: after a general presentation of the volume (first part), the second part concerns SSI (Socio-Scientific Issues) dealing with new types of content, the third the teachers, the fourth the students, the fifth the relationships between teaching and learning, and the sixth the teaching resources and the curricula.

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Keywords

Table of contents (35 chapters)

  1. Front Matter

    Pages i-x
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  2. Overview of the Book

    1. Front Matter

      Pages 1-1
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    2. Introduction

      • Catherine Bruguière, Andrée Tiberghien, Pierre Clément
      Pages 3-18

  3. Socio-scientific Issues

    1. Front Matter

      Pages 19-19
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    2. The Need for a Public Understanding of Sciences

      • Isabelle Stengers
      Pages 21-35

    3. Questions Socialement Vives and Socio-scientific Issues: New Trends of Research to Meet the Training Needs of Postmodern Society

      • Laurence Simonneaux
      Pages 37-54

    4. Teachers’ Beliefs, Classroom Practices and Professional Development Towards Socio-scientific Issues

      • Virginie Albe, Catherine Barrué, Larry Bencze, Anne Kristine Byhring, Lyn Carter, Marcus Grace et al.
      Pages 55-69

    5. Which Perspectives Are Referred in Students’ Arguments About a Socio-scientific Issue? The Case of Bears’ Reintroduction in the Pyrenees

      • Ana M. Domènech, Conxita Márquez
      Pages 71-84

    6. Learning About the Role and Function of Science in Public Debate as an Essential Component of Scientific Literacy

      • Ingo Eilks, Jan Alexis Nielsen, Avi Hofstein
      Pages 85-100

    7. Exploring Secondary Students’ Arguments in the Context of Socio-scientific Issues

      • Fatih Çağlayan Mercan, Buket Yakmacı-Güzel, Füsun Akarsu
      Pages 101-116

    8. Teachers’ Beliefs on Science-Technology-Society (STS) and Nature of Science (NOS): Strengths, Weaknesses, and Teaching Practice

      • Ángel Vázquez–Alonso, María-Antonia Manassero–Mas, Antonio García–Carmona, Antoni Bennàssar-Roig
      Pages 117-135

  4. Teachers’ Practices and Teachers Professional Development

    1. Front Matter

      Pages 137-137
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    2. Professional Learning of Science Teachers

      • Jan H. Van Driel
      Pages 139-157

    3. Nanoeducation: Zooming into Teacher Professional Development Programmes in Nanoscience and Technology

      • Ron Blonder, Ilka Parchmann, Sevil Akaygun, Virginie Albe
      Pages 159-174

    4. Education for Sustainable Development: An International Survey on Teachers’ Conceptions

      • Pierre Clément, Silvia Caravita
      Pages 175-191

    5. Learning to Teach Science as Inquiry: Developing an Evidence-Based Framework for Effective Teacher Professional Development

      • Barbara A. Crawford, Daniel K. Capps, Jan van Driel, Norman Lederman, Judith Lederman, Julie A. Luft et al.
      Pages 193-211

    6. Weaving Relationships in a Teaching Sequence Using ICT: A Case Study in Optics at Lower Secondary School

      • Suzane El Hage, Christian Buty
      Pages 213-228

    7. Inquiry-Based Mathematics and Science Education Across Europe: A Synopsis of Various Approaches and Their Potentials

      • Katrin Engeln, Silke Mikelskis-Seifert, Manfred Euler
      Pages 229-242

    8. Measuring Chemistry Teachers’ Content Knowledge: Is It Correlated to Pedagogical Content Knowledge?

      • Oliver Tepner, Sabrina Dollny
      Pages 243-254

  5. The Students: Multiple Perspectives

    1. Front Matter

      Pages 255-255
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Editors and Affiliations

  • EA 4148 S2HEP, University of Lyon 1, ENS-Lyon, University of Lyon, Villeurbanne Cedex, France

    Catherine Bruguière, Pierre Clément

  • UMR ICAR, CNRS, UMR ICAR, CNRS, University of Lyon 2, ENS-Lyon, Lyon Cedex 07, France

    Andrée Tiberghien

Bibliographic Information

  • Book Title: Topics and Trends in Current Science Education

  • Book Subtitle: 9th ESERA Conference Selected Contributions

  • Editors: Catherine Bruguière, Andrée Tiberghien, Pierre Clément

  • Series Title: Contributions from Science Education Research

  • DOI: https://doi.org/10.1007/978-94-007-7281-6

  • Publisher: Springer Dordrecht

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

  • Copyright Information: Springer Science+Business Media Dordrecht 2014

  • Hardcover ISBN: 978-94-007-7280-9Published: 09 December 2013

  • Softcover ISBN: 978-94-024-0060-1Published: 23 August 2016

  • eBook ISBN: 978-94-007-7281-6Published: 19 November 2013

  • Series ISSN: 2213-3623

  • Series E-ISSN: 2213-3631

  • Edition Number: 1

  • Number of Pages: X, 601

  • Number of Illustrations: 45 b/w illustrations, 57 illustrations in colour

  • Topics: Science Education

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