Research in Science Education - Past, Present, and Future

  • Helga Behrendt
  • Helmut Dahncke
  • Reinders Duit
  • Wolfgang Gräber
  • Michael Komorek
  • Angela Kross
  • Priit Reiska

Table of contents

  1. Front Matter
    Pages 1-10
  2. Views and Visions of Science Education Research

    1. Helmut Dahncke, Reinders Duit, John Gilbert, Leif Östman, Dimitris Psillos, David B. Pushkin
      Pages 43-48
  3. Scientific Literacy — Conceptions and Assessment

    1. Wolfgang Gräber, Peter Nentwig, Hans-Jürgen Becker, Elke Sumfleth, Anja Pitton, Kai Wollweber et al.
      Pages 61-70
    2. Terry J. Russell, Linda McGuigan
      Pages 71-76
  4. Students’ Conceptions

  5. Teachers’ Conceptions

About this book

Introduction

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.

Keywords

ESERA European science education Stereochemistry evaluation microbiology science education science education research theory

Editors and affiliations

  • Helga Behrendt
    • 1
  • Helmut Dahncke
    • 1
  • Reinders Duit
    • 2
  • Wolfgang Gräber
    • 2
  • Michael Komorek
    • 2
  • Angela Kross
    • 2
  • Priit Reiska
    • 3
  1. 1.Faculty of EducationUniversity of KielGermany
  2. 2.IPN — Institute for Science EducationUniversity of KielGermany
  3. 3.University of Educational SciencesTallinn

Bibliographic information

  • DOI https://doi.org/10.1007/0-306-47639-8
  • Copyright Information Kluwer Academic Publishers 2001
  • Publisher Name Springer, Dordrecht
  • eBook Packages Springer Book Archive
  • Print ISBN 978-0-7923-6755-0
  • Online ISBN 978-0-306-47639-6
  • About this book