Research in Science Education Past Present and Future 1st Edition by European Science Education Research Association Staff ISBN 9780792367550 0792367553

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ISBN 10:  0792367553

ISBN 13:  9780792367550

Author: European Science Education Research Association Staff
This volume includes articles based on papers presented at the Second International Conference of the European Science Education Research Association (E.S.E.R.A.) held in Kiel, August 31 to September 4, 1999. About 300 colleagues, virtually from around the world – with a particular European focus – participated. Some 200 papers were presented. Three pages synopses of these papers were published in Proceedings of the conference (edited by Michael Komorek, Helga Behrendt, Helmut Dahncke, Reinders Duit, Wolfgang Gr ber and Angela Kross). They are available from the IPN homepage: http: //www.ipn.uni-kiel.de. The participants were asked to submit contributions to the present volume. It contains the invited plenary lectures and a selection of the submitted contributions based on reviews by an international board and the editors. The volume mirrors main lines of research in science education in Europe and around the world. The invited lectures provide overviews of the growth of science education research from the past to the present, including views of future developments. Major emphasis of empirical research still seems to be students’ conceptions and conceptual change. About half of the contributions fall into that category. In addition, most of the remaining contributions deal with various cognitive issues of teaching and learning science. It was surprising for us that the number of studies on affective issues and gender differences was much smaller than expected., This truly international volume includes a selection of contributions to the Second Conference of the European Science Education Research Association (Kiel, Sept. 1999). It provides a state-of-the-art examination of science education research in Europe, discusses views and visions of science education research, deals with research on scientific literacy, on students’ and teachers’ conceptions, on conceptual change, and on instructional media and lab work., This volume includes articles based on papers presented at the Second International Conference of the European Science Education Research Association (E.S.E.R.A.) held in Kiel, August 31 to September 4, 1999. About 300 colleagues, virtually from around the world – with a particular European focus – participated. Some 200 papers were presented. Three pages synopses of these papers were published in Proceedings of the conference (edited by Michael Komorek, Helga Behrendt, Helmut Dahncke, Reinders Duit, Wolfgang Gräber and Angela Kross). They are available from the IPN homepage: http://www.ipn.uni-kiel.de. The participants were asked to submit contributions to the present volume. It contains the invited plenary lectures and a selection of the submitted contributions based on reviews by an international board and the editors. The volume mirrors main lines of research in science education in Europe and around the world. The invited lectures provide overviews of the growth of science education research from the past to the present, including views of future developments. Major emphasis of empirical research still seems to be students’ conceptions and conceptual change. About half of the contributions fall into that category. In addition, most of the remaining contributions deal with various cognitive issues of teaching and learning science. It was surprising for us that the number of studies on affective issues and gender differences was much smaller than expected., This volume includes articles based on papers presented at the Second International Conference of the European Science Education Research Association (E.S.E.R.A.) held in Kiel, August 31 to September 4, 1999. About 300 colleagues, virtually from around the world – with a particular European focus – participated. Some 200 papers were presented. Three pages synopses of these papers were published in Proceedings of the conference (edited by Michael Komorek, Helga Behrendt, Helmut Dahncke, Reinders Duit, Wolfgang Gräber and Angela Kross). They are available from the IPN homepage: http: //www.ipn.uni-kiel.de. The participants were asked to submit contributions to the present volume. It contains the invited plenary lectures and a selection of the submitted contributions based on reviews by an international board and the editors. The volume mirrors main lines of research in science education in Europe and around the world. The invited lectures provide overviews of the growth of science education research from the past to the present, including views of future developments. Major emphasis of empirical research still seems to be students’ conceptions and conceptual change. About half of the contributions fall into that category. In addition, most of the remaining contributions deal with various cognitive issues of teaching and learning science. It was surprising for us that the number of studies on affective issues and gender differences was much smaller than expected.

Table of contents: 

Part 1: Views and Visions of Science Education Research

D. Psillos

Science Education Researchers and Research in Transition: Issues and Policies

E. W. Jenkins

Research in Science Education in Europe: Retrospect and Prospect

P. J. Fensham

Science Content as Problematic – Issues for Research

H. Dahncke, R. Duit, J. Gilbert, L. Östman, D. Psillos, D. B. Pushkin

Science Education Versus Science in the Academy: Questions – Discussion -Perspectives

Part 2: Scientific Literacy Conceptions and Assessment

W. Harlen

The Assessment of Scientific Literacy in the OECD/PISA Project

W. Gräber, P. Nentwig, H.-J. Becker, E. Sumfleth, A. Pitton, K. Wollweber, D. Jorde

Scientific Literacy: From Theory to Practice

T. J. Russell, L. McGuigan

Making Formative Use of a National Summative Assessment Regime

H. Dahncke, H. Behrendt, P. Reiska

A Comparison of STS-Teaching and Traditional Physics Lessons – On the Correlation of Physics Knowledge and Taking Action

Part 3: Students’ Conceptions

G. Ireson

On the Quantum Thinking of Physics Undergraduates

G. Pospiech

Experiences with a Modern Course in Quantum Physics

M. Komorek, R. Duit, N. Bücker, B. Naujack Learning Process Studies in the Field of Fractals

M. J. Reiss, S. D. Tunnicliffe

Students’ Understandings of their Internal Structure as Revealed by Drawings

G. Hellden

Personal Context and Continuity of Human Thought; Recurrent Themes in a Longitudinal Study of Pupils’ Understanding of Scientific Phenomena

V. Spiliotopoulou, P. Alevizos

Entities of the World and Causality in Children’s Thinking

M. Ratcliffe, P. Fullick

Using Media Reports of Science Research in Pupils’ Evaluation of Evidence

B. Campbell

Pupils’ Perceptions of Science Education at Primary and Secondary School

Part 4: Teachers’ Conceptions

M. Lang

Teacher Professionalism and Change: Developing a Professional Self Through Reflective Assessment

B. Keogh, S. Naylor, M. de Boo, R. Feasey

Formative Assessment Using Concept Cartoons: Initial Teacher Training in the UK

D. F. Treadust, W. Gräber

Teaching Chemical Equilibrium in Australian and German Senior High Schools

S. García-Barros, C. Martínez-Losada, P. Vega, M. Mondelo

The Ideas of Spanish Primary Teachers about how to Develop an Understanding of Processes in Science and their Support in Textbooks

J. A. Craven III, B. Hand, V. Prain

Pre-service Elementary Teachers Constructing the Nature and Language of Science

L. Kyyrönen, M. Ahtee

Combining Knowledge of Physics and Chemistry in Teaching: The Behaviour ofa Narrow Jet of Water in the Presence of Charged Insulators

P. Tsamir, D. Tirosh, R. Stavy, I. Ronen

Intuitive Rules: A Theory and Its Implications to Mathematics and Science Teacher Education

Part 5: Conceptual Change – Teaching and Learning Processes

S. Vosniadou

Conceptual Change Research and the Teaching of Science

I. Martins, E. Mortimer, J. Osborne, C. Tsatsarelis, M. P. Jiménez Aleixandre Rhetoric and Science Education

S. von Aufschnaiter

Development of Complexity through Dealing with Physical Qualities: One Type of Conceptual Change?

J. Wilbers, R. Duit

On the Micro-Structure of Analogical Reasoning: The Case of Understanding Chaotic Systems

P.-L. Lehtelä

Role-playing, Conceptual Change, and the Learning Process: A Case Study of 7th Grade Pupils

H. Fischler, J. Peuckert, H. Dahncke, H. Behrendt, P. Reiska, D. B. Pushkin, M. Bandiera, M. Vicentini, H. E. Fischer, L. Hucke, K. Gerull, J. Frost Concept Mapping as a Tool for Research in Science Education

P. Buck, P. Johnson, H. Fischler, J. Peuckert, S. Seifert

The Need for and the Role of Metacognition in Teaching and Learning the Particle Model

M. S. Steinberg, J. J. Clement Evolving Mental Models of Electric Circuits

P. Colin

Two Models for a physical Situation: the Case of Optics. Students’ Difficulties, Teachers’ Viewpoints and Guidelines for a «didactic Structure>>

I. Galili, A. Hazan

The Influence of a Historically Oriented Course on the Content Knowledge of Students in Optics

C. Hilge

Using Everyday and Scientific Conceptions for Developing Guidelines of Teaching Microbiology

H. Saari, J. Viiri

Teaching and Learning the Concept of the Model in Secondary Schools

J.-L. Chartrain, M. Caillot

Conceptual Change and Student Diversity: The Case of Volcanism at Primary 2 School

O. de Jong, J. van Driel

The Development of Prospective Teachers’ Concerns about Teaching Chemistry Topics at a Macro-Micro-Symbolic Interface

C. Bolte

How to Enhance Students’ Motivation and Ability to Communicate in Science Class-Discourse

H. Stadler, G. Benke, R. Duit

How do Boys and Girls use Language in Physics Classes?

Part 6: Instructional Media and Lab Work

E. Sumfleth, L. Telgenbüscher

Improving the Use of Instructional Illustrations in Learning Chemistry

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S. Pavlinic, P. Buckley, J. Davies, T. Wright Computing in Stereochemistry – 2D or 3D Representations?

D. Heuer, K. Blaschke Learning Physics with Multimedia- and Experimental-Supported Workshop Instruction

I. J. Robertson Generating Hypotheses in Scientific Enquiry

A. Berry, R. Gunstone, J. Loughran, P. Mulhall Using Laboratory Work for Purposeful Learning about the Practice of Science

P.-O. Wickman, L. Östman University Students During Practical Work: Can We Make the Learning Process Intelligible?

L. M. M. van Rens, P. J. J. M. Dekkers Learning About Investigations – The Teacher’s Role

S. Allie, A. Buffler, F. Lubben, B. Campbell Point and Set Paradigms in Students’ Handling of Experimental Measurements

E. Whitelegg, C. Edwards Beyond the Laboratory – Learning Physics Using Real Life Contexts

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Tags: European Science Education Research Association Staff, Research in Science, Past Present