Research in Science Education Past, Present, and Future (gebundenes Buch)

InhaltsangabePreface. Part 1: Views and Visions of Science Education Research. Science Education Researchers and Research in Transition: Issues and Policies; D. Psillos. Research in Science Education in Europe: Retrospect and Prospect; E.W. Jenkins. Science Content as Problematic - Issues for Research; P.J. Fensham. Science Education Versus Science in the Academy: Questions - Discussion - Perspectives; H. Dahncke, et al. Part 2: Scientific Literacy - Conceptions and Assessment. The Assessment of Scientific Literacy in the OECD/PISA Project; W. Harlen, et al. Scientific Literacy: From Theory to Practice; W. Gräber, et al. Making Formative Use of a National Summative Assessment Regime; T.J. Russell, L. McGuigan. A Comparison of STS-Teaching and Traditional Physics Lessons - On the Correlation of Physics Knowledge and Taking Action; H. Dahncke, et al. Part 3: Students' Conceptions. On the Quantum Thinking of Physics Undergraduates; G. Ireson. Experiences with a Modern Course in Quantum Physics; G. Pospiech. Learning Process Studies in the Field of Fractals; M. Komorek, et al. Students' Understandings of their Internal Structure as Revealed by Drawings; M.J. Reiss, S.D. Tunnicliffe. Personal Context and Continuity of Human Thought; Recurrent Themes in a Longitudinal Study of Pupils' Understanding of Scientific Phenomena; G. Helldén. Entities of the World and Causality in Children's Thinking; V. Spiliotopoulou, P. Alevizos. Using Media Reports of Science Research in Pupils' Evaluation of Evidence; M. Ratcliffe, P. Fullick. Pupils' Perceptions of Science Education at Primary and Secondary School; B. Campbell. Part 4: Teachers' Conceptions. Teacher Professionalism and Change: Developing aProfessional Self Through Reflective Assessment; M. Lang. Formative Assessment Using Concept Cartoons: Initial Teacher Training in the UK; B. Keogh, et al. Teaching Chemical Equilibrium in Australian and German Senior High Schools; D.F. Treagust, W. Gräber. The Ideas of Spanish Primary Teachers about How to Develop an Understanding of Processes in Science and their Support in Textbooks; S. García-Barros, et al. Pre-service Elementary Teachers Constructing the Nature and Language of Science; J.A. Craven, et al. Combining Knowledge of Physics and Chemistry in Teaching: The Behaviour of a Narrow Jet of Water in the Presence of Charged Insulators; L. Kyyrönen, M. Ahtee. Intuitive Rules: A Theory and Its Implications to Mathematics and Science Teacher Education; P. Tsamir, et al. Part 5: Conceptual Change &endash; Teaching and Learning Processes. Conceptual Change Research and the Teaching of Science; S. Vosniadou. Rhetoric and Science Education; I. Martins, et al. Development of Complexity through Dealing with Physical Qualities: One Type of Conceptual Change? S. von Aufschnaiter. On the Micro-Structure of Analogical Reasoning: The Case of Understanding Chaotic Systems; J. Wilbers, R. Duit. Role-playing, Conceptual Change, and the Learning Process: A Case Study of 7th Grade Pupils; P.-L. Lehtelä. Concept Mapping as a Tool for Research in Science Education; H. Fischler, et al. The Need for and the Role of Metacognition in Teaching and Learning the Particle Model; P. Buck, et al. Evolving Mental Models of Electric Circuits; M.S. Steinberg, J.J. Clement. Two Models for a Physical Situation: the Case of Optics. Students' Difficulties, Teachers' viewpoints and Guidelines for a `Didactic Structure'; P.