InhaltsangabePART ONE Preface Section 1: Sociocultural Perspectives and Urban Education              KENNETH TOBIN1.1       Sociocultural Perspectives on Science Education              STACY OLITSKY & CATHERINE MILNE1.2       Understanding Engagement in Science Education: The Psychological and the Social              YEW-JIN LEE1.3       Identity-Based Research in Science Education              JRÈNE RAHM1.4       Diverse Urban Youth's Learning of Science Outside School in University Outreach and Community Science Programs              CHRISTOPHER EMDIN1.5       Reality Pedagogy and Urban Science Education: Toward a Comprehensive Understanding of the Urban Science Classroom              DONNA KING & STEPHEN M. RITCHIE1.6       Learning Science Through Real-World Contexts              ROWHEA ELMESKY1.7       Collaborative Research Models for Transforming Teaching and Learning Experiences              MARIA VARELAS, JUSTINE M. KANE, ELI TUCKER-RAYMOND & CHRISTINE C. PAPPAS1.8       Science Learning in Urban Elementary School Classrooms: Liberatory Education and Issues of Access, Participation and Achievement   Section 2: Learning and Conceptual Change              REINDERS DUIT & DAVID F. TREAGUST2.1       How Can Conceptual Change Contribute to Theory and Practice in Science Education?              STELLA VOSNIADOU2.2       Reframing the Classical Approach to Conceptual Change: Preconceptions, Misconceptions and Synthetic Models              GREGORY P. THOMAS2.3       Metacognition in Science Education: Past, Present and Future Considerations              BRUCE WALDRIP & VAUGHAN PRAIN2.4       Learning From and Through Representations in Science              LYNN STEPHENS & JOHN J. CLEMENT2.5       The Role of Thought Experiments in Science and Science Learning              COLETTE MURPHY2.6       Vygotsky and Primary Science              AVI HOFSTEIN & PER M. KIND2.7       Learning In and From Science Laboratories              URI ZOLLER & TAMI LEVY NAHUM2.8       From Teaching to KNOW to Learning to THINK in Science Education              EDUARDO F. MORTIMER, PHIL SCOTT & CHARBEL N. EL-HANI2.9       The Heterogeneity of Discourse in Science Classrooms: The Conceptual Profile Approach              KNUT NEUMANN, ALEXANDER KAUERTZ & HANS E. FISCHER2.10     Quality of Instruction in Science Education            FANG-YING YANG & CHIN-CHUNG TSAI2.11     Personal Epistemology and Science Learning: A Review of Empirical Studies              GREGORY J. KELLY, SCOTT MCDONALD & PER-OLOF WICKMAN2.12     Science Learning and Epistemology   Section 3: Teacher Education and Professional Development              JOHN WALLACE & JOHN LOUGHRAN3.1       Science Teacher Learning              SHIRLEY SIMON & SANDRA CAMPBELL3.2       Teacher Learning and Professional Development in Science Education              PAULINE W.U. CHINN3.3       Developing Teachers' Place-Based and Culture-Based Pedagogical Content Knowledge and Agency              NORMAN G. LEDERMAN & JUDITH S. LEDERMAN3.4       Nature of Scientific Knowledge and Scientific Inquiry: Building Instructional Capacity Through Professional Development              THOMAS KOBALLA, JR. & LESLIE U. BRADBURY3.5       Mentoring in Support of Reform-Based Science Teaching              PETER C. TAYLOR, ELISABETH SETTELMAIER & BAL CHANDRA LUITEL3.6       Multi-Paradigmatic Trans

PART ONE   Preface   Section 1: Sociocultural Perspectives and Urban Education                KENNETH TOBIN 1.1       Sociocultural Perspectives on Science Education                STACY OLITSKY & CATHERINE MILNE 1.2       Understanding Engagement in Science Education: The Psychological and the Social                YEW-JIN LEE 1.3       Identity-Based Research in Science Education                JRÿNE RAHM 1.4       Diverse Urban Youth¿s Learning of Science Outside School in University Outreach and Community Science Programs                CHRISTOPHER EMDIN 1.5       Reality Pedagogy and Urban Science Education: Toward a Comprehensive Understanding of the Urban Science Classroom                DONNA KING & STEPHEN M. RITCHIE 1.6       Learning Science Through Real-World Contexts                ROWHEA ELMESKY 1.7       Collaborative Research Models for Transforming Teaching and Learning Experiences                MARIA VARELAS, JUSTINE M. KANE, ELI TUCKER-RAYMOND & CHRISTINE C. PAPPAS 1.8       Science Learning in Urban Elementary School Classrooms: Liberatory Education and Issues of Access, Participation and Achievement      Section 2: Learning and Conceptual Change                REINDERS DUIT & DAVID F. TREAGUST 2.1       How Can Conceptual Change Contribute to Theory and Practice in Science Education?                STELLA VOSNIADOU 2.2       Reframing the Classical Approach to Conceptual Change: Preconceptions, Misconceptions and Synthetic Models                GREGORY P. THOMAS 2.3       Metacognition in Science Education: Past, Present and Future Considerations                BRUCE WALDRIP & VAUGHAN PRAIN 2.4       Learning From and Through Representations in Science                LYNN STEPHENS & JOHN J. CLEMENT 2.5       The Role of Thought Experiments in Science and Science Learning                COLETTE MURPHY 2.6       Vygotsky and Primary Science                AVI HOFSTEIN & PER M. KIND 2.7       Learning In and From Science Laboratories                URI ZOLLER & TAMI LEVY NAHUM 2.8       From Teaching to KNOW to Learning to THINK in Science Education                EDUARDO F. MORTIMER, PHIL SCOTT & CHARBEL N. EL-HANI 2.9       The Heterogeneity of Discourse in Science Classrooms: The Conceptual Profile Approach                KNUT NEUMANN, ALEXANDER KAUERTZ & HANS E. FISCHER 2.10     Quality of Instruction in Science Education             FANG-YING YANG & CHIN-CHUNG TSAI 2.11     Personal Epistemology and Science Learning: A Review of Empirical Studies                GREGORY J. KELLY, SCOTT MCDONALD & PER-OLOF WICKMAN 2.12     Science Learning and Epistemology      Section 3: Teacher Education and Professional Development                JOHN WALLACE & JOHN LOUGHRAN 3.1       Science Teacher Learning                SHIRLEY SIMON & SANDRA CAMPBELL 3.2       Teacher Learning and Professional Development in Science Education                PAULINE W.U. CHINN 3.3       Developing Teachers¿ Place-Based and Culture-Based Pedagogical Content Knowledge and Agency                NORMAN G. LEDERMAN & JUDITH S. LEDERMAN 3.4       Nature of Scientific Knowledge and Scientific Inquiry: Building Instructional Capacity Through Professional Development                THOMAS KOBALLA, JR. & LESLIE U. BRADBURY 3.5       Mentoring in Support of Reform-Based Science Teaching                PETER C. TAYLOR, ELISABETH SETTELMAIER & BAL CHANDRA LUITEL 3.6       Multi-Paradigmatic Transformative Research as/for Teacher Education: An Integral Perspective                JULIE A. BIANCHINI 3.7       Teaching While Still Learning to Teach: Beginning Science Teachers¿ Views, Experiences and Classroom Practices                AMANDA BERRY & JOHN LOUGHRAN< ...

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