Second International Handbook of Science Education

  • Barry J. Fraser
  • Kenneth Tobin
  • Campbell J. McRobbie

Part of the Springer International Handbooks of Education book series (SIHE, volume 24)

Table of contents

  1. Front Matter
    Pages i-xvii
  2. Sociocultural Perspectives and Urban Education

  3. Learning and Conceptual Change

    1. Front Matter
      Pages 105-105
    2. Bruce Waldrip, Vaughan Prain
      Pages 145-155
    3. A. Lynn Stephens, John J. Clement
      Pages 157-175
    4. Colette Murphy
      Pages 177-187
    5. Avi Hofstein, Per M. Kind
      Pages 189-207
    6. Uri Zoller, Tami Levy Nahum
      Pages 209-229
    7. Eduardo F. Mortimer, Phil Scott, Charbel N. El-Hani
      Pages 231-246
    8. Knut Neumann, Alexander Kauertz, Hans E. Fischer
      Pages 247-258
    9. Gregory J. Kelly, Scott McDonald, Per-Olof Wickman
      Pages 281-291
  4. Teacher Education and Professional Development

    1. Front Matter
      Pages 293-293
    2. John Wallace, John Loughran
      Pages 295-306
    3. Shirley Simon, Sandra Campbell
      Pages 307-321
    4. Thomas R. Koballa Jr., Leslie U. Bradbury
      Pages 361-371
    5. Peter Charles Taylor, Elisabeth (Lily) Taylor, Bal Chandra Luitel
      Pages 373-387
    6. Hans E. Fischer, Andreas Borowski, Oliver Tepner
      Pages 435-448
    7. Jale Cakiroglu, Yesim Capa-Aydin, Anita Woolfolk Hoy
      Pages 449-461
    8. James J. Gallagher, Robert E. Floden, Yovita Gwekwerere
      Pages 463-476
    9. Lynn A. Bryan
      Pages 477-495
  5. Equity and Social Justice

  6. Assessment and Evaluation

    1. Front Matter
      Pages 595-595
    2. Russell Tytler, Jonathan Osborne
      Pages 597-625
    3. Karen Kerr, Colette Murphy
      Pages 627-649
    4. Manfred Prenzel, Tina Seidel, Mareike Kobarg
      Pages 667-678

About this book


More than 100 leading scholars from the global science education community contributed 96 chapters in 11 sections of the Second International Handbook of Science Education, which contains a synthesis of cutting edge research that picks up from where the inaugural Handbook left off. Some sections build from the first Handbook, whereas others address issues that have arisen in the new millennium. Innovative theoretical frameworks, research methods, and research foci are addressed along with new approaches to persistent problems. The sections that comprise the Second International Handbook of Science Education are: sociocultural perspectives and urban education; learning and conceptual change; teacher education and professional development; equity and social justice; assessment and evaluation; curriculum and reform; argumentation and nature of science; out-of-school learning; learning environments; literacy and language; and research methods. Leading scholars in science education present diverse perspectives and robust methods that highlight what we know in a given area, what needs to be done next, and implications for policy and practice. The way in which the Handbook features difference reflects an editorial standpoint that differences are resources for positively transforming science education while at the same time accurately reflecting the potential of science education at the present time.




learning environments nature of science out-of-school learning science curriculum science education science learning science teacher education scientific argumentation scientific literacy scientific thinking urban education

Editors and affiliations

  • Barry J. Fraser
    • 1
  • Kenneth Tobin
    • 2
  • Campbell J. McRobbie
    • 3
  1. 1.Science & Mathematics Education CentreCurtin University of TechnologyPerthAustralia
  2. 2.The Graduate CentreCity University of New YorkNew YorkUSA
  3. 3.Ctr. Mathematics & Science EducationQueensland University of TechnologyKelvin GroveAustralia

Bibliographic information