Contributions from Science Education Research

• Συγγραφή απο Οργανισμό/Αρχή: SpringerLink (Online service)
• Άλλοι συγγραφείς: Pintó, Roser (Επιμελητής έκδοσης), Couso, Digna (Επιμελητής έκδοσης)
• Μορφή: Ηλεκτρονική πηγή Ηλ. βιβλίο
• Γλώσσα: English
• Έκδοση: Dordrecht : Springer Netherlands, 2007.
• Θέματα: Education.; Science education.; Teaching.; Science Education.; Teaching and Teacher Education.; Learning & Instruction.

 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. 

 Students’ Interest In Learning Science -- Interest in Science: Lessons and non-lessons from TIMSS and PISA -- Research-based Innovative Units for Enhancing Student Cognitive Outcomes and Interest in Science -- Girls and Physics: Dilemmas and Tensions -- Science Education Research: New Approaches and Links to Practice -- Contested Territory: The Actual and Potential Impact of Research on Teaching and Learning Science on Students’ Learning -- Studying Science Teaching Practices in Relation to Learning: Time Scales of Teaching Phenomena -- The Potential of Video Studies in Research on Teaching and Learning Science -- Science Teachers’ Knowledge, Practice and Education -- Pedagogical Content Knowledge: What Does it Mean to Science Teachers? -- Science Teachers’ PCK and Teaching Practice: Learning to Scaffold Students’ Open-inquiry Learning -- Physics in Context – A program for Improving Physics Instruction in Germany -- The Relationship of Capability Beliefs and Teaching Environments of New Danish Elementary Teachers of Science to Teaching Success -- A Beginners’ Module of Integrated Natural Science for Secondary Teacher Students: The result of an Educational Reconstruction Process over Three Iterations -- Learning and Understanding Science -- Learning Process Studies -- Meaning Construction and Contextualization While Solving a Dynamics Task in the Laboratory -- Development of a Model of Formative Assessment -- Memorisation of Information from Scientific Movies -- Teaching and Learning Scientific Concepts -- Micro-organisms: Everyday Knowledge Predates and Contrasts with School Knowledge -- Using the Processes of Electrical Charge of Bodies as a Tool in the Assessment of University Students’ Learning in Electricity -- Representation and Learning about Evaporation -- Learning from the History and Philosophy of Science: Deficiencies in Teaching the Macroscopic Concepts of Substance and Chemical Change -- Innovative Teaching–Learning Environments in Science Education -- Non-Formal Science Teaching and Learning -- Adults’ Understanding of Analogy-based Exhibits in an Interactive Science Museum -- The Puppets Project: Using Puppets to Promote Engagement and Talk in Science -- Inquiring the Inquiry Laboratory in High School -- Developing Students’ Views on the Nature of Science through Non-traditional Writing-to-Learn Experiences in the Science Classroom -- Models and Modelling in Science Education -- Towards a Validated Conception of Scientific Models -- The Development of Elementary Students’ Understanding of Complex Ecosystems Through a Model-Based Approach -- Effects of Model-Based Teaching on the Durability of Pre-Service Physics Teachers’ Conceptions of Lunar Events -- Learning and Teaching about Ecosystems Based on Systems Thinking and Modelling in an Authentic Practice -- Discourse and Argumentation in Science Education -- Argumentation and the Learning of Science -- Students’ Argumentation in Group Discussions on a Socio-Scientific Issue -- Exemplary Teaching of Argumentation: A Case Study of Two Science Teachers -- What Can We Learn from a Study of Argumentation in the Students Answers and Group Discussion to Open Physics Problems? -- Teaching and Learning Science Using Multimedia and Computer Tools -- Evaluating Students’ Multimedia Science Design Projects in the Elementary Classroom -- Technology-Enhanced Collaborative Inquiry Learning: Four Approaches under Common Aspects -- Visualizing the Quantum Atom -- Evaluation of the Hypermedia Learning Environment “Physics for Medical Students” Within two Different Settings -- The Role of Language in Learning Physics with Computer-based Multimedia.