Second International Handbook of Science Education

Editors:

ISBN: 978-1-4020-9040-0 (Print) 978-1-4020-9041-7 (Online)

Table of contents (96 chapters)

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  1. Front Matter

    Pages i-xvii

  2. Sociocultural Perspectives and Urban Education

    1. Front Matter

      Pages 1-1

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      Pages 3-17

      Sociocultural Perspectives on Science Education

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      Pages 19-33

      Understanding Engagement in Science Education: The Psychological and the Social

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      Pages 35-45

      Identity-Based Research in Science Education

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      Pages 47-58

      Diverse Urban Youth’s Learning of Science Outside School in University Outreach and Community Science Programs

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      Pages 59-68

      Reality Pedagogy and Urban Science Education: Towards a Comprehensive Understanding of the Urban Science Classroom

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      Pages 69-79

      Learning Science Through Real-World Contexts

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      Pages 81-90

      Collaborative Research Models for Transforming Teaching and Learning Experiences

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      Pages 91-103

      Science Learning in Urban Elementary School Classrooms: Liberatory Education and Issues of Access, Participation and Achievement

  3. Learning and Conceptual Change

    1. Front Matter

      Pages 105-105

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      Pages 107-118

      How Can Conceptual Change Contribute to Theory and Practice in Science Education?

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      Pages 119-130

      Reframing the Classical Approach to Conceptual Change: Preconceptions, Misconceptions and Synthetic Models

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      Pages 131-144

      Metacognition in Science Education: Past, Present and Future Considerations

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      Pages 145-155

      Learning From and Through Representations in Science

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      Pages 157-175

      The Role of Thought Experiments in Science and Science Learning

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      Pages 177-187

      Vygotsky and Primary Science

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      Pages 189-207

      Learning In and From Science Laboratories

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      Pages 209-229

      From Teaching to KNOW to Learning to THINK in Science Education

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      Pages 231-246

      The Heterogeneity of Discourse in Science Classrooms: The Conceptual Profile Approach

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      Pages 247-258

      Quality of Instruction in Science Education

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      Pages 259-280

      Personal Epistemology and Science Learning: A Review on Empirical Studies

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      Book Chapter

      Pages 281-291

      Science Learning and Epistemology

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