Subject Index
A
Access and equity, issues of, 455–457
Accountability assessment, 968–971
ideological and methodological limitations, 175
Actualizing tendency, 87
Adaptation, Piagetian theory, 32
Advanced Placement (AP) exams, 176
Agency of the material world, in scientific literacy, 5
Alphabet soup curriculum, 916
American Association for the Advancement of Science (AAAS), 176
Cooperative Committee, 305
American Association of Museums, 131
American Association of University Women (AAUW), 258
American College Test (ACT), 176
Americans with Disabilities Act (ADA), 1975, 293
Analogies and metaphors, 379–380
A Nation at Risk, 912, 922–923, 933
Apprenticeship, 19
Aquaria, learning from, 140
Arousal and anxiety, in motivation, 88
Asia, science education for women, 269–270
Assessment, see also specific type
classroom, see Classroom assessment of science learning
formative, see Formative assessment
laboratory-related research in science education, 429–430
large-scale, in science education, 1007–1040
special needs students, 301–303
student diversity and, 180–181
techniques and strategies in elementary science, 509
Atomic physics, teaching of, 618–622, 619–620f
Atomic structure, multiple meanings, 637–643
achievement and science-related decisions, 84
attitudes and what influences them, 83
change intervention, 85
drawing, 82
historical background and theoretical orientations, 77–78
implications for policy and practice, 94–96
research methods and instruments, 79–80
summary data for sample instruments, 81t
Attitudes and beliefs, teacher
affecting self-efficacy, 1085–1086
belief and practice mismatch, 1082–1083
concerns about reform, 1088–1089
cross-country contexts, 1092–1093
culture/context effects, 1091–1094
early research, 1070
educational reform and, 1087
emerging constructs, 1068
environmental constraints, 1083–1084
environmental response, 1086
high school/college divide, 1091–1092
historical perspectives, 1070–1072
knowledge and skills, 1086
qualitative assessments, 1072–1073
quantitative assessments, 1072
religion, beliefs, and instructional practices, 1093
science education as a road to empowerment and social justice, 1089–1091
social norms, 1083
sociocultural, 1092
sociocultural model of embedded belief systems, 1073–1077, 1074f
theoretical models, 1073
Attitude Toward Science Scale, 80
Augmentation, use of evidence, 453–455
Australian Science Education Project (ASEP), 111
Authority of experience, 1159–1160
B
Behavior prediction, teacher attitudes and beliefs, 1073
Belief and practice mismatch, 1082–1083
Beliefs versus knowledge, in concept learning, 34
Belief systems, 1073–1077, 1074f
Benchmarks for Scientific Literacy (AAAS), 926–927
BioKIDS sequence, 477f, 487, 487f
Biological Science: An Inquiry into Life—The Yellow Version (1968) (BSCS), 568
Biological Science: Molecules to Man—The Blue Version (1968) (BSCS), 568
Biological Science: Patterns and Process (1966), 568
Biological Sciences Curriculum Study (BSCS), 384, 568–569, 807, 916–917
adaptation, Yellow Version in Israel, 575–577, 843
curricula, academic achievement, and mastery of inquiry skills, 572
implementation in the U.S., 570–571
Yellow and Green Versions in U.S., 580
Biology, subject matter knowledge, 115–116
content-oriented, 563, 564, 565f
development in the United States, 567–569
evaluation and grading, 593
inquiry-oriented, 565
new high school science, 565–566
teaching concepts and principles, 588–589
impact of chemistry and physics, 566–567
Biology textbooks
reasons for choices, 587
teachers’ perceptions of, 586–587
Blue Planet curriculum
development and evaluation of, 677–678
Botanical gardens, learning from, 140
British Association for the Advancement of Science (BAAS), 1831, 882
C
Center for the Assessment and Evaluation of Student Learning (CAESL), model, 1028–1031, 1029f
Changes in Attitudes about the Relevance of Science (CARS) questionnaire, 79–80
Chemical bonding, multiple meanings, 637–643
Chemical reactions
students’ conceptual difficulties, 633–635
Chemistry, subject matter knowledge, 1113–1114
course content structure, 636–637
courses developed from modern teaching and learning perspectives, 635–637
multiple meanings through contexts, 643–644, 644f
multiple meanings through models, 645–647
multiple meanings through multimedia tools, 644–645
potential perspectives, 632f
Child rearing, in critical research, 22–23
Children's Learning in Science Project (CLISP), Britain, 212
Civil Rights Restoration Act of 1987, 293
Classroom assessment of science learning, 965–1006
appropriateness, 992
authenticity, 993
coherent state systems, 1028–1034
consequences, 990
equity and fairness, 991
fidelity and disclosure, 992–993
further research, 995
increasing the quality of, 988–990
manageability, 992
for multiple purposes, 967–971
theorizing assessment, 993–995
trustworthiness, 992
wider range of research on formats, 983–988
Classroom communities of inquirers, 406–407
Classroom environment
cross-national studies, 115–116
evaluation of educational innovations, 111–112
future directions for indigenous students, 219–221
improving IK practice in, 212–213
learning problems worldwide, 249–250
questionnaires for assessment of, 105–109, 106t
school laboratory, practice and research, 419–426
student and teacher perceptions, 112
technology underutilization in, 472–473
use of qualitative research methods, 113–115
using cultural contexts in, 215–216
Classroom Environment Scale (CES), 105
Cognitive Acceleration through Science Education in Britain (Adey & Shayer), 33
Cognitive conflict, in elementary science teaching, 511–512
Cognitively based instruction, student diversity and, 178–179
Cognitive tools
versus digital resources, 471–491
gathering and analyzing data, 486–487
learning earth sciences, 661–678
transformation via, 479–482, 480f
Cognitive Tools Framework, 479–487
Collaboration, teachers of students with special needs, 294–295
Commonplaces, in science learning, 6
Community and government organizations, learning science from, 147–148
Community-based programs, 147–148
Competencies, in systemic reform, 925
Composite culture, learning in urban settings, 332
Computer-based assessment, 988
Computers and the internet, science learning and, 150
Computer software, demonstrations enhanced by, 375–376
Computer Supported Intentional Learning Environment (CSILE), 484
Computer-Supported Intentional Learning Environment (CSILE), 87
Concept development
laboratory activities, 420–421
Conceptions of Scientific Theories Test (COST), 865
Conceptual change
cold, 38
different meanings of, 36
in elementary science teaching, 511
knowledge, discourse and, 448–450
learning to teach science, 1153–1159
Conceptual change theory (CCT), 4, 7–14, 59–60
junior high level atomic structure, 640
Conceptual conflict, 12
as addition/replacement, 42–43
difficulties with atomic structure, 638–639
difficulties with chemical bonding, 640–642
difficulties with chemical reactions, 633–635
future research directions, 50–51
starting points and trends, 32–34
Conceptual profile, 43
Conceptual tools, in science learning, 49
Concrete models, 379
Congruence, analysis of learning in urban settings, 331–333
Congruent third space, 331
Constructivism, 60
views of teaching and learning science, 232
Constructivist Learning Environment Survey (CLES), 107–108, 111, 112, 114, 115
Constructs, definition, 75
Content knowledge structure (CKS)
biology inquiry-oriented curriculum, 568f, 569f
Content-specific simulation programs, physics, 608
Contextual Model of Learning, 129
Continuous assessment, laboratory activity, 417
Courses, in systemic reform, 923–924
Critical consciousness, development of, in critical research, 24
Critical discourse analysis, 446
Critical research tradition, 4, 20–25
culture of power, 21
discussion and implications, 23
methods and interpretation, 22–23
power and limitations, 25
Critical thinking, modeling, visualization, and simulation tools, 483–484
Critiquing peer culture, in critical research, 22
Cross-national studies
classroom environments, 115–116
student science learning, 232–233
Cultural, understanding of NOS, 831
Culturally congruent instruction, student diversity and, 178
Cultural toolkits, analysis of learning in urban settings, 329–330
classroom practice for indigenous students, 213–219
in language and science learning, 66
scientific education and student diversity, 171–197
Culture of power, 21
Curriculum, see and the specific subject; Science curriculum
CyberTracker sequence, 478f, 486
D
Data types, used in science teacher research studies, 1229–1231, 1230t
Degree-awarding inservice programs, 1219
Democratic, understanding of NOS, 831
computer software enhancement, 375–376
increase of student cognitive involvement, 375
for motivation, 375
Developing countries, science education in, 243–244
Digest of Educational Statistics, U.S. Department of Education, 289
Digital resources
versus cognitive tools, 471–491
Discontinuity of matter, in conceptual change research, 7–8
Discourse, 61
augmentation, explanation and use of evidence, 453–455
future directions and challenges, 461–464
issues of access and equity, 455–457
knowledge and conceptual change, 448–450
in science classrooms, 443–469
Discourse community, scientific literacy as participation in, 4, 14–20
Docents, role in learning, 142–143
Draw-a-Scientist Checklist, 82
Dropping out of school and science, in critical research, 22
E
Earth and space science, subject matter knowledge, 1114–1115
Earth sciences curriculum, 653–687
Blue Planet curriculum, 676–678
distinctive characteristics, 654–661
integration of learning environments within, 671–675
research and development of materials, 675–676
struggle for paradigm shift, 678–679
visualization and spatial reasoning, 663–664
Earth systems science, 660–661
Educational evaluation
relationship to science education, 947–953
Educational Evaluation: Theory and Practice (Worthen and Sanders), 945
Educational Evaluation and Decision-Making (Stufflebeam), 945
Educational innovations, evaluation of, 111–112
Educational policies, student diversity and, 185–186
Educational practice, learning science outside of school, 153–156
Educational Testing Service (ETS), 1014
chronology of international assessments, 1015t
Education for All Handicapped Children Act (1975), 292–294
Education for Economic Security Act (EESA), 922
Electricity, teaching of, 610–14, 610f
Elementary and Secondary Education Act, Title IX, 258
Elementary school
assessment in science, 507–510
context for teaching and learning science, 495–496
cross-disciplinary teaching, 505–507
cultural influences on curriculum, 501
curriculum integration, 539–540
future research directions, 526–527
gender trends in science teaching, 499–500
generalist/specialist science teaching, 500–501
identifying students’ initial ideas, 525–526
instructional materials used by teachers, 502–504
metacognition in, 517
pedagogy for learning in science, 510–526
research into science teaching, 494–495
specific strategies for science teaching, 521–523
students’ questions as a basis for investigations, 524–525
teacher avoidance of science, 496–499
writing in, 517
Elementary science teacher, 1048–1050
confidence in science teaching, 1048–1049
Engagement phase, learning model, 404
English language learners (ELL)
achievement gaps and, 174
science assessment and, 181–182
student diversity and, 179–180
teacher education and, 183–184
Environmental constraints, teacher beliefs, 1083–1084
Environmental education curriculum, 689–726
sustainable development and, 691–692
Epistemological underpinning, conceptual tools, 49
Epistemologies
belief systems and change, 1079–1082
science instructional practices and, 1078–1079
Equity, in systemic reform, 931–933
Equity Metric (Kahle), 325
ESEA Act, 947
Ethnomethodology, 449
European countries
science education for women, 268–269
European Union (EU), on women in science, 268–269
Evaluands, 944
Evaluation: A Systematic Approach (Rossi and Freeman), 945
Evaluation phase, learning model, 404
Evaluation Research (Weiss), 945
Evaluation Thesaurus (Scriven), 944
Evaluation (Weiss), 945
Everyday sense-making, analysis of learning in urban settings, 329
Evidence, augmentation, explanation and use of, 453–455
Evidence-Based Practice in Science Education (IPSE), 892
Excellence, in systemic reform, 928–931
Exceptional students, perspectives guiding research on, 288–289
Expectancy-value theory of achievement motivation, 90
Experimental and customized challenges, 987
Explanatory model, in conceptual change research, 7–8
Exploration-invention-discovery, learning cycle approach, 384–385
F
Family, visits to museums, 143–144
Feedback, teaching elementary science, 520
Field trips, learning science from, 140–142
First International Science Study (FISS), 1017
definitions and characteristics, 972–973
in elementary science education, 507–508
interactive, 975
research on students and assessment, 979–981
Framework theories, of concepts, 37
France, science education reform, 246
Free and appropriate public education (FAPE), PL94-142
G
Gay, lesbian, bisexual, and transgender (GLBT), 259, 276–277
Gender, Science and Mathematics (Parker, Rennie, & Fraser), 263
Gender and Science and Technology (GASAT), 261
Gender differences
attitudes towards science, 83–84
future research directions, 277–279
high-stakes test-taking patterns, 274–275
international perspective, 265–270
participation in science, 262–263
science education research, 257–285
single-sex versus mixed-sex classes, 275–276
sociocultural aspects, 271–277
trends in elementary science teaching, 499–500
women in science majors and careers, 270–271
Generalists, elementary school teachers, 501
General science, subject matter knowledge, 1110–1113
Generative Learning model, 404
Genres, analysis of learning in urban settings, 328–329
German Didaktik tradition, 601–603, 602f
Gestural mode of representation (actions), 379
Goal-directed behavior, in motivation, 90–91
Goal theory, 90
H
Handbook of Research on Science Teaching and Learning (Gabel), 85, ix
Hands On Science Outreach (HOSO), 148
High school
biology textbooks, 580, 585–593
exit exams, 1034
multiple meanings of atomic structure and chemical bonding, 637–643
High School Biology—The Green Version (1968) (BSCS), 568
Historical perspective, science education for girls, 259–261
History of science, empowerment through, 1090–1091
History of Science Cases for High Schools (HOSC), 842
History of Science Cases (Klopfer & Cooley), 884
Horizontal coherence, 1031
Hot-reports, laboratory activity, 417–418
Human health and science, 583
Humanistic perspectives
conceptual frameworks for school science, 884
recent science curriculum movement, 883–885
I
ICASE, scientific literacy project, 734
Ideologies and power relationships, in critical research, 24
Image of science and scientists, dishonest and mythical, 886
Inclusion, teachers of students with special needs, 295–301
Indigeneity, postcolonialism and, 201–204
Indigenous knowledge (IK)
as contemporary knowledge, 209–210
disciplining, 210
finding a place in science curriculum, 208–209
science and curricula, 206
traditional ecological knowledge and, 204–206
Indigenous languages, science education and, 218–219
teacher preparation and efficacy, 213–215
Individual interest, 88
Individual plane, in learning, 40
Individuals with Disabilities Education Act (IDEA), 1997, 293
Informal Science Education Ad Hoc Committee, NARST, 126
Information and communication technology advances, 234–235
Information technology, in science teaching, 507
Inform-verify-practice, 385
Inquiry
connecting curriculum and change, 818–824
in developing science curricula, 814–818, 815f
in elementary science teaching, 510–511
how is curriculum understood, 811–814
organizing theme in science curricula, 807–830
Inquiry empowering technologies, 411–412
Inquiry matriculation examinations, biology in Israel, 577–579
Inquiry-oriented curriculum, biology, 565, 568f, 570
heterogeneous student population and, 579
summary of implementation, 578–579
Inquiry science teaching, 396
Inservice programs, science teacher research and, 1219–1228, 1220–1226t
Inservice teachers, attitude toward integrated curriculum, 548–549
Instructional congruence, 331–332
Instructional methods and strategies, 373–391
Interaction of Experiments and Ideas (2nd ed. 1970), 569
Interdisciplinary science teaching, 537–559
brief history, 539
disadvantages of integration, 549–553
effects on student achievement, 545–546
integrated curriculum design, 543–544
research on integration, 544–549
teacher attitude, 547
Interest and curiosity, in motivation, 88
Interest and extrinsic motivation, 89
International Assessment of Educational Progress (IAEP), 1014
chronology of international assessments, 1015t
International Association for the Evaluation of Educational Achievement (IEA), 947–948, 1014
International Council of Museums (ICOM), 131
International Handbook of Science Education (Sutton), 57, ix
International Institute for Educational Planning, 243
International Journal of Science Education, articles on attitudes, 78
Interpretive centers, learning from, 140
Intervention models, special talent students, 306–308
Interviews and conversations, 985–986
Introductory Science Teacher Education (ISTE) package, 849
Ionizing radiation, 584
Israel, science education reform, 247
Israeli short-answer assessment item, 1013f
J
Japan, science education reform, 247
Japanese multiple-choice assessment item, 1012f
Jigsaw method, cooperative instruction, 383
Joint Committee on Standards for Educational Evaluation, 944
Journal of Research in Science Technology, science/diversity topics, 176
Journal of Science Teaching, gender research in science education, 263–264
K
Knowledge
acquiring and constructing, 1169–1172
discourse and conceptual change, 448–450
Knowledge construction in learning to teach, 1170–1172
Knowledge of context (KofC), 1108
Knowledge versus beliefs, in concept learning, 34
L
Laboratory
analysis of emerging themes, 401–403
assessment resources and strategies, 413–418
communities of inquirers, 406–407
developing students’ understanding if the nature of science, 407–410
as earth sciences learning environment, 673–675
implications for classroom practice and research, 419–427
learning and teaching in, 393–441
learning environment, 399
learning goals for, 419–420, 419t
looking to the future, 431–434
minds-on engagement in, 422–424
models and strategies for teaching, 424–427, 426t
physics experimentation, 608–609
principal goals for learning, 402t
reports, assessment of lab activity, 415–416
research in science education, 429–430
selecting and modifying activities, 422–424, 423t
topics, ideas, and activities for concept development, 420–421
changing perspectives, 69t
indigenous languages and science education, 218–219
integration of science teaching with, 506
origins of contemporary research, 58–62
scientific education and student diversity, 171–197
what a speaker appears to be doing, 62–63
what listeners think they are doing, 64
Large-scale science assessment
alignment with standards, 1014
coherent state systems, 1028–1034
international, 1014–1023, 1015t
sample state systems, 1031–1034
varied types of assessment items, 1011–1013
Latin America, science education for women, 266
Learners as rational but inexperienced thinkers, in conceptual change research, 11–12
Learners’ culture, language, and practices
different characteristics, 242
in sociocultural research, 18–19
Learning, see also specific type
attitudinal and motivational constructs, 75–102
as conceptual addition/replacement, 42–43
context problems worldwide, 251
as control of multiple discourses, in sociocultural research, 18
group and cooperative, 383–384
input problems worldwide, 250–251
inquiry, 808–809, 821–822, 822t
learning to talk science, 46
over time, 130
as a personal process, 128–129
perspectives and research traditions, 3–6
problems and issues worldwide, 249
school science laboratory, 393–441
social constructivist views, 41
social language of science, 42
socially contextualized, 129–130
Learning cycle approach, 384–386
elementary science education, 523–524
three-phase model, 404
Learning difficulties
in biology, 591
in chemical reactions, 633–637
conceptual change tradition, 8–9
Learning dimensions, associated technologies and, 482–483, 483t
Learning Environment Inventory (LEI), 105
Learning environments, earth sciences, 671–675
Learning from experience, 1159–1164
action research and a new scholarship, 1160–1161
reflection by a teacher educator, 1161–1162
reflection by those learning to teach, 1162–1164
Learning goals, 90
conceptual change tradition, 9
laboratory experiences, 419–420, 419t
laboratory materials to match, 421–422
multiple goals of science learning, 971
Learning in Science: The Implications of Children's Science (Osborne & Freyberg), 34
Learning in Science Project (LISP), 212
Teacher Development, 1183
Learning outcomes, performance assessment of, 981–982
Learning process in biology, 591
students’ cognitive stages, 592–593
Learning stories, 986
Learning styles, culture and, 216–217
Learning theory organizers, 403–406
Learning together, cooperative instruction, 383
Learning to participate, urban learners, 338–340
Learning to succeed, urban learners, 337–338
Learning to teach science, 1151–1178, 1162t
Least restrictive environment, PL94-142
Legitimate participation, learning science in urban settings, 332–336
Limited English proficient (LEP) students
achievement gaps and, 175
science assessment and, 181–182
Literacy, student diversity and, 179–180
Literature, language and science education, 57–58, 58f
Local Systemic Change (LSC) program evaluation, 952
M
Macroscopic representation, 382
Mainstream, definition, 173–174
Man, A Course of Study (MACOS), 912, 917
Masculine nature of science, 264–265
Material world, definition, 5
Mathematical mode of representation, 379
Mathematics, integration of science teaching with, 506
Meaningful learning of science, educational failure, 886–887
Meaning-making
Mechanics, teaching of, 614–618, 616f
Media, learning science from, 148–153
Metacognition, in elementary science teaching, 517
Micro-based labs, physics, 608
Microscopic representation, 382
Microworlds, physics, 608
Middle East, science education for women, 266–268
Middle school, see Elementary school
Model building systems (MBS), physics, 608
Modeling, thinking critically with, 483–484
Models, teaching multiple meanings of chemical reactions, 645–647
Models and analogies
drama/simulations, 521
in elementary science teaching, 513–514
Modes of communication, in science learning, 46–47
Modified Nature of Scientific Knowledge Scale (M-NSKS), 866
Monash University, science teacher education program, 1166–1167
Moral, understanding of NOS, 831
Motivated Learning Strategies Questionnaire (Pintrich & DeGroot), 91
definition, 85
demonstrations for, 375
expectations and strategies, 92–93
historical background and theoretical orientations, 86–87
implications for policy and practice, 94–96
motivational constructs, 87
Multimedia tools
multiple meanings of chemical reactions, 644–645
Multiple external representations (MERs), 381–382
Museums
science and science centers, 137–139
science learning in and from, 131–147
Museum-school-community links, 144–147
My Class Inventory (MCI), 105, 111
N
National Academies Press (NAP), list of international comparative studies, 233
National Assessment of Educational Progress (NAEP), 175, 947, 1007
great performance expectations for practices, 1027t
science content changes, 1025–1026, 1025t
science practice changes, 1026
National Association of Research in Science Teaching (NARST), ix
Informal Science Education Ad Hoc Committee, 126
National Center for Improving Science Education (NCISE), 1034
National Education Longitudinal Study (NELS), 176
National Research Council (NRC)
model for coherent state assessment systems, 1028
National Science Education Standards, 473, 897, 927
National Research Council Report on Minority Students in Special Education and Gifted Education (Donovan & Cross), 290
National Science Education Standards
definition of scientific literacy, 473
emphasis on curriculum integration, 540–541
what is and what is not NOS, 832–835
National Science Foundation, ix
curriculum development funds, 914t
Education Directorate funding initiatives, 949t, 950f
systemic initiative program, 912
National Society for the Study of Education (NSSEE), history of science curriculum, 788–790
National standards movement, 540–541
National Science Teachers Association (NSTA)
Position Statement on Informal Science Education, 127–128
Scope, Sequence and Coordination project, 540
Natural philosopher (scientist), 882
Natural philosophy (science), 882
Nature of science (NOS), 605–606
assessing conceptions of, 861–867
conventional assumptions, 409
instruments, 862t
past, present, and future, 831–879
research on students’ conceptions, 836–838, 842–845, 858–861
research on teachers’ conceptions, 838–842, 845–852, 852–857
students’ understanding of, 407–410
teaching and learning in contemporary years, 852–861
understanding the construct, 831–835
Nature of Science Scale (NOSS), 840–841, 864
Nature of Science Test (NOST), 846, 864
Nature of Scientific Knowledge Scale (NSKS), 864
New Zealand, science education reform, 247
No Child Left Behind legislation, 912, 933–934, 1007
Non-mainstream, definition, 173–174
North American Association for Environmental Education (NAAEE), 690
Nuffield Project in Biology, U.K., 573–575
O
Observational methods, 986
OECD, scientific literacy initiative, 734
Office of Technology Assessment (OTA), 914
Online libraries, teacher research, 1243–1244
Online scaffolding tools
evaluation and communication of scientific ideas, 484–485
formulating knowledge with, 485–486
Ontology, conceptual tools, 49
Organisation for Economic Co-Operation and Development (OECD), 1014, 1022–1023
chronology of international assessments, 1015t
Origins of student thinking, in concept learning, 34
Outdoor learning environment, earth sciences, 671–673, 672f
Out-of-school learning, 125–167
implications for practice and policy, 154–156
implications for research, 154
learning in and from museums, 131–147
P
Participative approaches
summary and implications, 47–48
Pedagogical approach
BSCS textbooks, 569
inertia and the struggle for paradigm shift, 678–679
for learning in science, 510–526
Pedagogical content knowledge (PCK), 379, 515–517, 1106–1107, 1120–1132
frameworks and methods of representation, 1121–1124
knowledge of science curriculum, 1128–1130
knowledge of science instructional strategies, 1130–1132
knowledge of science learners, 1126–1128
orientation toward science teaching, 1124–1126
Peer Tutoring in Small Investigative Group (PTSIG), 383
Performance assessment, learning outcomes, 981–982
Performance goals, 90
Personal development, teachers, 1184–1185
Personal Meaning Mapping questionnaire, 128
Perspectives on learning, xii
Physical Science Study Curriculum (PSSC), 842, 916–921
U.S. high school physics enrolled in, 921t
conceptual change, 606–607, 606t
desiderata for education research, 622–624
education research, 600–603, 600f
interdisciplinary nature, 600
labwork and multimedia, 608–610
major fields of research, 603–610
science processes and nature of science, 605–606
students’ interests and gender issues, 607–608
subject matter knowledge, 1116–1117
Piagetian theory, in concept learning, 32–34
assessment of lab activity, 416
Position Statement on Informal Science Education, NSTA, 127–128
principle of indigeneity and, 201–204
Practical examinations, laboratory activity, 415
Predict-and-explain situations, 986
Predict-Observe-Explain (POE), 375–376
laboratory teaching, 425
Preservice science teacher, 1044–1048
attitude toward integrated curriculum, 547–548
challenging conceptions and beliefs, 1045–1046
learning from experience, 1047–1048
teacher research and, 1215–1218, 1216–1217t
teacher research impact on learning, 1218–1219
teaching for conceptual change, 1158–1159
Primary Assessment, Curriculum and Experience (PACE) project, 979
Primary school, see Elementary school
Print media, science learning and, 149
Problem-oriented curriculum, biology, 580–581
matriculation exams and learning units, 581–582
students not taking a science discipline, 582
Professional developers, 1185–1188
relationship with teachers, 1188–1189
Professional development, 1179–1203
perspectives on, 1183
research on, 1182–1183, 1189–1198
student diversity and, 183
Program Evaluation: Alternative Approaches and Practical Guidelines (Fitzpatrick, Sanders & Worthen), 945
Programme for International Student Assessment (PISA), 232, 1015t, 1022–1023
physics instruction, 604
Project 2061 (AAAS), 897
Project for Enhancing Effective Learning (PEEL), 1168–1169
Q
Questioning, as an instructional method, 377–378
Questionnaire on Teacher Interaction (QTI), 106–107, 111, 112, 114, 115
Questionnaires
assessing classroom environment, 105–109, 106t
Changes in Attitudes about the Relevance of Science (CARS), 79–80
Motivated Learning Strategies Questionnaire (Pintrich & DeGroot), 91
Questions
laboratory-related research in science education, 429–430
R
Race, ethnicity
exceptional students and, 290–291
gender differences in science education, 263–264
scientific education and student diversity, 171–197
Reflective toss, 447
Rehabilitation Act of 1973 and amendments, 293
Research, see also Teacher research
biology, see Biology research
change over time, xii
classroom assessment of learning, 995
conceptual change
results and conclusions, 10–11
for students’ conceptions, 12
curriculum integration, 544–549
dominant themes in learning to teach science, 1164–1165
elementary science teaching, 494–495
environmental education, 695–706
future directions in elementary science education, 526–527
gender in science education, 277–279
high-stakes testing and accountability, 190
humanistic perspectives, 897–901
international perspective, 230–231
laboratory-related, 429
learning science outside of school, 128–131, 153–154
physics education, 600–610, 600f, 622–624
qualitative, classroom environments, 113–115
recommendations for international studies, 253–254
school laboratory teaching, 397–401
school science and home/community connection, 190–191
science teachers as researchers, 1205–1259
special needs students, 304–305
student diversity, 187
teacher attitudes and beliefs, 1067–1104
teacher professional development in science, 1182–1183, 1189–1198
urban science education through, 321–322
commonplaces and contrasts, 5–6
core goals and issues, 5
prescriptions for policy and practice, 27
putting issues in perspective, 27
understanding learners’ dialogues with nature, 27
Resources
convergence in rural settings, 360
urban science achievement gap, 323–327
Rural settings
broad support from stakeholders, 360
consistent policy, 359
contrasting rural and non-rural schools, 361–363
convergence of resources, 360
definition in contemporary sense, 354–356
evidence of student achievement, 360–361
renewed interest in research on, 352–354
Rural Systemic Initiatives in Science, Mathematics, and Technology Education Program (RSI), 356–361
science teacher education, 363–364
standards-based curricula, 359
S
Sapir-Whorf hypothesis, 64
Scaffolding
instruction in elementary education, 514–517
tools for evaluation and communication of scientific ideas, 484–485
Scholastic Aptitude Test (SAT), 176
School-based learning, model, 228–230, 229f
School organization, student diversity and, 184–185
School science laboratory, see Laboratory
Science and Scientists (SAS) study, 232
Science as a discourse community, in sociocultural research, 18
Science as ideological and institutional, in critical research, 23–24
Science as theoretical dialogue with nature, in conceptual change research, 11
Science curriculum
applications of science, 788–790
contesting WMS for all peoples, 207–208
disadvantages of integration, 549–553
diversity of student experiences and, 188–189
finding a place for IK, 208–209
future research agendas, 899–901
history of reform in U.S. and U.K., 781–806
humanistic perspectives, 881–910
indigenous knowledge and, 206
inquiry as organizing theme, 807–830
mandated standards and tests, 504–505
moving beyond the rhetoric of reform, 1172–1174
past research agendas, 899
pedagogical content knowledge, 1128–1130
social and technological change, 801–804
special needs students, 294–301
special talent students, 306
standards-based, 359
student diversity and, 177
systemic influences, 502
teacher and other resources, 503–504
technology and societal issues, 566
types of instructional materials, 502–504
U.K.: secondary school science, 794–801
U.S.: development of the mind, 784–785
Science Curriculum Improvement Study (SCIS) (Andersson), 33, 384, 523–524
Science education
assessment and multiple goals of learning, 971
assessment for formative purposes, 972
assessment for summative purposes, 981
attitudes/attributes, 77
classroom assessment of science learning, 965–1006
constructivist views of teaching and learning, 232
context for teaching and learning, 495–496
controversial issues, 1089–1090
cross-national studies, 232–233
cultural commonsense notion of science, 893
current conditions in selected countries, 243–249
driving forces, 229f
enticed-to-know science, 891
evaluation relationship to, 947–953
factors influencing rates of participation, 262–263
future directions for indigenous students, 219–221
future directions of discourse, 461–464
global view in the 21st Century, 251–252
have-cause-to-know science, 891–893
home/community connection, 186, 190–191
humanistic perspectives, 881–910
indigenous languages and, 218–219
interdisciplinary teaching, 537–559
international assessments, 1014–1023, 1015t
international perspective, 227–256
international perspective on gender differences, 265–270
laboratory-related research, 429–430
large-scale assessments, 1007–1040
learning and use in other contexts, 887–888
major problems and issues worldwide, 249–251
need-to-know science, 889
personal-curiosity science, 893
postcolonialism, indigenous students and, 199–226
recommendations for international research studies, 253–254
reforms worldwide, 231–235, 245–249
research issues in environmental education, 706–711
research on relevance, 888–893
review of literature on special learners, 294–303
as a road to empowerment and social justice, 1089–1091
science/diversity topics, 176
scientific literacy/science literacy and, 731–735
single-sex versus mixed-sex classes, 275–276
social and community change, 1091
sociocultural aspects, 271–277
special needs and talents in, 287–317
student diversity and, 171–197
systemic reform, 911–941, 913t
turn teaching by generalists, 501
understanding of NOS, 831
wish-they-knew science, 889
women in science majors and careers, 270–271
Science education program evaluation, 943–963
Science for All Americans and Benchmarks for Science Literacy (AAAS), 176
Science for Specific Social Purposes (SSSP), 756–757
Science for the Public Understanding of Science Project (SEPUP), 891–893
Science Laboratory Environment Inventory (SLEI), 107, 110, 112, 114, 399
Science learning, see Learning; Science education
Science museums, see Museums
Science Process Inventory (SPI), description of, 864
Science specialists, elementary school teachers, 500
Science teachers, see also Teachers
attitudes and beliefs, 1067–1104
knowledge, see also Teacher knowledge
PCK implications for education, 1133
research on knowledge, 1105–1149
Science Writing Heuristic (SWH), for laboratory teaching, 425
Scientific literacy/Science literacy (SL), 5, 729–780
as conceptual understanding, 7–14
definition by National Science Education Standards, 473
as empowerment in critical traditions, 20–25
five research volumes from Europe, one forthcoming, 732–733
focus on literacy, science, or scientists, 748–755
four European symposium proceedings, 733–734
implications for further research, 767–775
justification arguments, 735–748
multi-national initiatives, 734
as participation in a discourse community, 4, 14–20
reading and science learning, 458–460
reflections and a current indicator, 734–735
Search, Solve, Create, and Share (SSCS), for laboratory teaching, 424
Secondary science teacher, 1050–1057
experienced teachers, 1052
Second International Science Study (SISS), 1015t, 1017–1018
Self-actualization, 87
Self and peer assessments, 987
Self-assessment, in elementary science education, 508
Self-determination, 87
Self-efficacy, in motivation, 92
Self-regulation, in motivation, 91
Self-report instruments, attitude, 80–82
Sex differences, see Gender differences
Simulation tools, thinking critically with, 483–484
Situated learning, communities of practice and, 61–62
Situational interest, 88
Small-group interaction, in elementary science teaching, 512–513, 521–523
Social agency, in scientific literacy, 5
Social and community change, science education and, 1091
Social constructivist views, 41
summary and implications, 44
Social development, teachers, 1185
Social languages, 42
alternative conceptions and, 43–44
ontological differences, 50
Social norms, teacher beliefs, 1083
Social plane, in learning, 40
Social semiotics, sociocultural considerations and, 60–61
Sociocultural model of embedded belief systems, 1074f, 1086–1087, 1091
Sociocultural research tradition, 4, 14–20
discussion and implications, 17
example of, 15
research methods and results, 15–17
theoretical approach, 15
Sociocultural status, urban science achievement gap and, 322–327
Socioeconomic status (SES)
gender differences in science education, 263–264
scientific education and student diversity, 171–197
Sociopolitical process of instruction, student diversity and, 178–179
Software tool, helping students achieve their learning goals, 9
Spatial reasoning, in learning earth sciences, 663–664
Special needs
curriculum and instruction, 294–301
legislation affecting rights, 292–293
curriculum and instruction, 306
identification of learners, 308–309
legislation affecting rights, 305–306
perspectives of learners, 308
Specific theories, of concepts, 37
Spoken discourse, studies, 445–448
State-Trait Anxiety Inventory (Spielberger), 88
Statewide Systemic Initiative (SSI) program, NSF, 926, 927f
Student attitudes
gender differences in, 272
perspective on science curriculum reform, 804
Student diversity
gender issues in science education, 257–285
science education and, 171–197
Student Engagement at School—A Sense of Belonging and Participation (OECD), PISA study, 240
Student enrollment in science, chronic decline in, 885–886
Student learning approaches
demonstrations, 375
predictor of performance, 241
Student outcomes
classroom environments and, 110–111
curriculum integration effects, 545–546
learning approaches and, 241–242
actual and preferred environment, 112
conceptions on NOS, 836–838, 842–845, 858–861
Students’ Alternative Frameworks and Science Education (Pfundt & Duit), 34
Students’ ideas, identification, 525–526
Student small-group discourse, 450–453
Students with disabilities (SD)
achievement gaps and, 175
science assessment and, 181–182
Student Teams and Achievement Division (STAD), 383
Studying/doing herpetology, in critical research, 22
Subject matter knowledge (SMK), 1107
earth and space science, 1114–1115
relation to teaching, 1117–1120
research on science teachers, 1110–1120
Success and participation, urban learners, 336–337
Success for All (Slavin et al.), 923
Summative assessment, 968–971, 981
in elementary science education, 508–509
Sustainable development, environmental education and, 691–692
Symbolic model, 379
Symbolic representation, 382
Systemic reform
courses and competencies, 922–926
definition, 911
excellence and equity, 926–933
lessons learned, 933–935, 936f
research, vision, and politics, 911–941, 913t
timeline, 913f
Systems for State Science Assessment (Wilson & Bertenthal), 1028
Systems thinking, in learning earth sciences, 668–671
T
Talking Science: Language, Learning, and Values (Lemke), 46–47, 60, 445
Talking Their Way into Science: Hearing Children's Questions and Theories, Responding with Curricula (Galla), 448
Teacher education and preparation
choice of materials, 504
constructivist views, 232
cross-disciplinary teaching, 505–506
curriculum integration and, 541–542
elementary school science, 496–501
feedback, 520
gender trends in science, 499–500
generalist/specialist science teaching, 500–501
indigenous and minority students, 213–215
inservice teachers and integrated curriculum, 548–549
integration of science with language, 506
integration of science with mathematics, 506
integration of science with technology, 506–507
learning to teach science, 1151–1178
multiple meanings of chemical topics, 647–648
perspectives on teacher research and learning, 1214–1215
preservice teachers and integrated curriculum, 547–548
professional development in science, 1179–1203
programs that work to make a difference, 1166–1169
relationship with professional developers, 1188–1189
role in laboratory activities, 427–429
rural science education, 363–364
science teacher as learner, 1043–1065
science teacher educator as learner, 1057–1059
specific strategies for elementary science, 521–523
student diversity and, 182
turn teaching by generalists, 501
Teacher knowledge
historical views of, 1105–1106
Shulman's model, 1106–1108, 1107f
Teacher perceptions
actual and preferred environment, 112
biology, textbooks’ role, 586–587
perspectives on professional development, 1183
reason for choice of textbooks, 587
research on teachers’ conceptions of NOS, 838–842, 845–852, 852–857
Teacher research
benefits and pitfalls, 1233–1234
both teacher and researcher, 1234
collaboration and public dialogue, 1240
complexity of context and triangulation, 1241
context of, 1235
criteria for quality of, 1237–1238
funding opportunities, 1244
inservice programs and, 1219–1228, 1220–1226t
insider-outsider research, 1238–1239
issues addressed in studies, 1228–1233, 1229t
knowledge contribution of, 1231–1233
national/international community of, 1244
new modes of representation, 1244–1246
preservice programs and, 1215–1218, 1216–1217t
questions addressed, 1234–1235
searchable online libraries, 1243–1244
student learning and, 1241
studies about, 1243
teacher learning and, 1214–1215, 1236–1237, 1241
usefulness and quality of knowledge, 1237
voice, professionalism, and satisfaction, 1236
Teachers Education and Development Study (TEDS), 1015t
Teacher Training Institutes program, 914–916
Teaching and learning, problematic, 1054–1055
Teaching efficacy, epistemologies and teaching practices, 1084–1089
Teaching Integrated Mathematics and Science (TIMS), 546
Teaching methods
assessment techniques and strategies in elementary science, 507
atomic structure courses developed from modern perspectives, 639–640
chemistry courses developed from modern perspectives, 635–637
concepts and principles in biology, 588–589
for conceptual change learning, 12
discourse studies in classroom, 445–448
effects of attitudes and beliefs, 1067–1104
elementary science curriculum, 496–501, 501–506
information technology, 507
laboratory models and strategies, 424–427, 426t
laboratory-related research in science education, 429–430
mandated curricula, standards, and tests, 504–505
resources, 503
school science laboratory, 393–441
in sociocultural research, 19
Teams Games Tournaments (TGT), 383
Technology
integration of science teaching with, 506–507
learning science with, 471–491
relative to Cognitive Tools Framework, 482–487
role in scientific literacy, 473–474
underutilization in classrooms, 472–473
Television, science learning and, 151–153
Temporal thinking, in learning earth sciences, 664–668
Testing and accountability, research on, 190
Test of Enquiry Skills (TOES), 110
Test of Science Related Attitudes (TOSRA), 110
Test on Understanding Science (TOUS), 836–838
description of, 863
teacher and student comparison, 839
Test-taking patterns, gender differences, 274–275
Texts and teaching (Sputnik to MACOS), 913–922
The End of Education (Postman), 419
Theoretical structures of concepts, 37
Theory-practice gap, 1055–1057
The Pupil as Scientist (Driver), 34
The Structure of Scientific Revolutions (Kuhn), 884
Think-pair-share (TPS), laboratory teaching, 425
Third International Mathematics and Science Study (TIMSS), 84, 233, 1018–1022, 1019t
1999 and 2003, 1022
chronology of international assessments, 1015t
physics instruction, 604
status-type evaluation evidence, 947
Thought and Language (Vygotsky), 40, 59
Traditional ecological knowledge (TEK), indigenous knowledge and, 204–206
Transformation, via cognitive tools framework, 479–482, 480f
Trends of International Mathematics and Science Study (TIMSS 1995), 232
findings, 236
Tyler's Rationale for Curriculum Development, 562
U
U.S. National Science Education Standards, 291–292, 303
UNESCO
scientific literacy initiatives, 734
women's access to education, 270
Unified Science and Mathematics for Elementary Schools (USMES), 546
United Kingdom, science education reform, 247
United Nations Development Fund for Women (UNIFEM), 265–266
University of Wisconsin—Madison, science teacher education program, 1167–1168
Urban settings
achievement in science, 322–327
emergent questions in understanding and bridging difference, 336
research on education in, 321–322
what else students learn, 340
Utilitarian, understanding of NOS, 831
Utilization-Focused Evaluation (Patton), 945
V
Verbal mode of representation, 379
Vertical coherence, 1031
View of Science Test (VOST), 864
Views of Nature of Science, Form A (VNOS0A), 866
Views on Science-Technology-Society (VOSTS), 865–866
Visualization
in learning earth sciences, 663–664
thinking critically with, 483–484
Visual mode of representation, 379
Vygotskian perspective on learning, 40–41, 58–59
W
Western Modern Science (WMS), 201, 206–212
What is Happening in This Class? Questionnaire (WIHIC), 108–109, 115
Wisconsin Inventory of Science Processes (WISP), 839–840
research on teachers, 845
Worldview, science education research, 212
Writing
in elementary science teaching, 518
in language and science learning, 66–67
Z
Zone of proximal development (ZPD), Vygotsky, 59
Zoos, learning from, 140