Second International Handbook of Science Education

ISBN 10: 9402404953 / ISBN 13: 9789402404951

Published by Springer Netherlands, 2016

About this Item

Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Builds on the reputation of the first edition which is seen as the most comprehensive and authoritative book on science educationAn essential reference for all those involved in science education researchDistinctly international in it.

Seller Inventory # 449919532

Bibliographic Details

• Title: Second International Handbook of Science Education
• Publisher: Springer Netherlands
• Publication Date: 2016
• Language: English
• ISBN 10: 9402404953
• ISBN 13: 9789402404951
• Binding: Soft cover
• Condition: New

About this title

Synopsis

The International Handbook of Science Education is a two volume edition pertaining to the most significant issues in science education. It is a follow-up to the first Handbook, published in 1998, which is seen as the most authoritative resource ever produced in science education. The chapters in this edition are reviews of research in science education and retain the strong international flavor of the project. It covers the diverse theories and methods that have been a foundation for science education and continue to characterize this field.

Each section contains a lead chapter that provides an overview and synthesis of the field and related chapters that provide a narrower focus on research and current thinking on the key issues in that field. Leading researchers from around the world have participated as authors and consultants to produce a resource that is comprehensive, detailed and up to date. The chapters provide the most recent and advanced thinking in science education making the Handbook again the most authoritative resource in science education.

About the Author

Barry Fraser is John Curtin Distinguished Professor, Director of the Science and Mathematics Education Centre, and Dean of Graduate Studies in the Faculty of Science and Engineering at Curtin University. He is responsible for the world's largest graduate program in science and mathematics education and a Fellow of six learned academies/associations. His research interests include learning environments, educational evaluation and science education. He is the founding Editor of Springer’s Learning Environments Research: An International Journal.

 

Kenneth Tobin is Presidential Professor of Urban Education at the Graduate Center of the City University of New York. Prior to becoming a university science educator in Australia in 1974, he taught high school physics, chemistry, biology general science and mathematics for 10 years. He began a program of research in 1973 that continues to the present day―teaching and learning of science and learning to teach science. His current research focuses on the teaching and learning of science in urban schools in New York City.  He is the founding Co-editor of Springer’s Cultural Studies of Science Education.

 

Campbell McRobbie is Emeritus Professor and former Director of the Centre for Mathematics and Science Education at Queensland University of Technology. He has an extensive research background in education, focusing on learning environments in science, students’ conceptions of science, and design and technology education. He was editor of Springer’s Research in Science Education in its formative years as an international journal.