Journal of Science Teacher Education

, Volume 16, Issue 4, pp 309–349

Framework for Empirical Research on Science Teaching and Learning

  • Hans Ernst Fischer
  • Klaus Klemm
  • Detlev Leutner
  • Elke Sumfleth
  • Rüdiger Tiemann
  • Joachim Wirth
Feature Article

DOI: 10.1007/s10972-005-1106-2

Cite this article as:
Fischer, H.E., Klemm, K., Leutner, D. et al. J Sci Teacher Educ (2005) 16: 309. doi:10.1007/s10972-005-1106-2

Abstract

In view of the research on education—and subject-related education in particular—that has been conducted in recent years, it would seem useful to describe the current state and future trends of research on science teaching and learning. In the present article, research findings are described, the deficits of science education are analyzed, and medium- and long-term research goals are specified from the perspective of an interdisciplinary cooperative effort between specialists in the fields of empirical educational research; the psychology of learning and instruction; and biology, chemistry, and physics education.

Copyright information

© Springer Science + Business Media, Inc. 2005

Authors and Affiliations

  • Hans Ernst Fischer
    • 1
  • Klaus Klemm
    • 1
  • Detlev Leutner
    • 1
  • Elke Sumfleth
    • 1
  • Rüdiger Tiemann
    • 1
  • Joachim Wirth
    • 1
  1. 1.University Duisburg-EssenEssenGermany