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Second International Handbook of Science Education

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Table of Contents

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    Book Overview
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    Chapter 1 Sociocultural Perspectives on Science Education
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    Chapter 2 Understanding Engagement in Science Education: The Psychological and the Social
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    Chapter 3 Identity-Based Research in Science Education
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    Chapter 4 Diverse Urban Youth’s Learning of Science Outside School in University Outreach and Community Science Programs
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    Chapter 5 Reality Pedagogy and Urban Science Education: Towards a Comprehensive Understanding of the Urban Science Classroom
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    Chapter 6 Second International Handbook of Science Education
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    Chapter 7 Collaborative Research Models for Transforming Teaching and Learning Experiences
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    Chapter 8 Science Learning in Urban Elementary School Classrooms: Liberatory Education and Issues of Access, Participation and Achievement
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    Chapter 9 How Can Conceptual Change Contribute to Theory and Practice in Science Education?
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    Chapter 10 Reframing the Classical Approach to Conceptual Change: Preconceptions, Misconceptions and Synthetic Models
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    Chapter 11 Metacognition in Science Education: Past, Present and Future Considerations
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    Chapter 12 Learning From and Through Representations in Science
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    Chapter 13 The Role of Thought Experiments in Science and Science Learning
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    Chapter 14 Vygotsky and Primary Science
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    Chapter 15 Learning In and From Science Laboratories
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    Chapter 16 From Teaching to KNOW to Learning to THINK in Science Education
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    Chapter 17 The Heterogeneity of Discourse in Science Classrooms: The Conceptual Profile Approach
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    Chapter 18 Quality of Instruction in Science Education
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    Chapter 19 Personal Epistemology and Science Learning: A Review on Empirical Studies
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    Chapter 20 Science Learning and Epistemology
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    Chapter 21 Science Teacher Learning
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    Chapter 22 Teacher Learning and Professional Development in Science Education
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    Chapter 23 Developing Teachers’ Place-Based and Culture-Based Pedagogical Content Knowledge and Agency
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    Chapter 24 Nature of Scientific Knowledge and Scientific Inquiry: Building Instructional Capacity Through Professional Development
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    Chapter 25 Mentoring in Support of Reform-Based Science Teaching
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    Chapter 26 Multi-paradigmatic Transformative Research as/for Teacher Education: An Integral Perspective
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    Chapter 27 Teaching While Still Learning to Teach: Beginning Science Teachers’ Views, Experiences, and Classroom Practices
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    Chapter 28 Developing Science Teacher Educators’ Pedagogy of Teacher Education
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    Chapter 29 Using Video in Science Teacher Education: An Analysis of the Utilization of Video-Based Media by Teacher Educators and Researchers
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    Chapter 30 Professional Knowledge of Science Teachers
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    Chapter 31 Science Teaching Efficacy Beliefs
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    Chapter 32 Context for Developing Leadership in Science and Mathematics Education in the USA
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    Chapter 33 Research on Science Teacher Beliefs
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    Chapter 34 Still Part of the Conversation: Gender Issues in Science Education
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    Chapter 35 Respect and Science Learning
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    Chapter 36 Science Education in Rural Settings: Exploring the ‘State of Play’ Internationally
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    Chapter 37 Second International Handbook of Science Education
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    Chapter 38 On Knowing and US Mexican Youth: Bordering Science Education Research, Practice, and Policy
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    Chapter 39 Science Education Research Involving Blacks in the USA During 1997–2007: Synthesis, Critique, and Recommendations
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    Chapter 40 Social Justice Research in Science Education: Methodologies, Positioning, and Implications for Future Research
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    Chapter 41 Student Attitudes and Aspirations Towards Science
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    Chapter 42 Children’s Attitudes to Primary Science
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    Chapter 43 Developing Measurement Instruments for Science Education Research
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    Chapter 44 Science Teaching and Learning: An International Comparative Perspective
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    Chapter 45 Focusing on the Classroom: Assessment for Learning
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    Chapter 46 Transfer Skills and Their Case-Based Assessment
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    Chapter 47 Competence in Science Education
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    Chapter 48 Trends in US Government-Funded Multisite K—12 Science Program Evaluation
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    Chapter 49 Curriculum Integration: Challenging the Assumption of School Science as Powerful Knowledge
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    Chapter 50 Risk, Uncertainty and Complexity in Science Education
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    Chapter 51 An International Perspective on Science Curriculum Development and Implementation
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    Chapter 52 Curriculum Coherence and Learning Progressions
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    Chapter 53 Socio-scientific Issues in Science Education: Contexts for the Promotion of Key Learning Outcomes
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    Chapter 54 Technology in Science Education: Context, Contestation, and Connection
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    Chapter 55 Web 2.0 Technologies, New Media Literacies, and Science Education: Exploring the Potential to Transform
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    Chapter 56 Leading the Transformation of Learning and Praxis in Science Classrooms
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    Chapter 57 Understanding Scientific Uncertainty as a Teaching and Learning Goal
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    Chapter 58 Citizen Science, Ecojustice, and Science Education: Rethinking an Education from Nowhere
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    Chapter 59 Change – A Desired Permanent State in Science Education
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    Chapter 60 Globalisation and Science Education: Global Information Culture, Post-colonialism and Sustainability
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    Chapter 61 Metaphor and Theory for Scale-up Research: Eagles in the Anacostia and Activity Systems
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    Chapter 62 The Role of Argument: Learning How to Learn in School Science
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    Chapter 63 Beyond Argument in Science: Science Education as Connected and Separate Knowing
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    Chapter 64 Utilising Argumentation to Teach Nature of Science
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    Chapter 65 Teacher Explanations
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    Chapter 66 Argumentation, Evidence Evaluation and Critical Thinking
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    Chapter 67 Constructivism and Realism: Dueling Paradigms
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    Chapter 68 Capturing the Dynamics of Science in Science Education
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    Chapter 69 Nature of Science in Science Education: Toward a Coherent Framework for Synergistic Research and Development
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    Chapter 70 Lifelong Science Learning for Adults: The Role of Free-Choice Experiences
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    Chapter 71 Science, the Environment and Education Beyond the Classroom
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    Chapter 72 Informal Science Education in Formal Science Teacher Preparation
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    Chapter 73 Out-of-School: Learning Experiences, Teaching and Students’ Learning
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    Chapter 74 Learning Beyond the Classroom: Implications for School Science
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    Chapter 75 Science Stories on Television
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    Chapter 76 Museum–University Partnerships for Preservice Science Education
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    Chapter 77 Community Science: Capitalizing on Local Ways of Enacting Science in Science Education
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    Chapter 78 Learning Science in Informal Contexts – Epistemological Perspectives and Paradigms
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    Chapter 79 Classroom Learning Environments: Retrospect, Context and Prospect
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    Chapter 80 Teacher–Students Relationships in the Classroom
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    Chapter 81 Outcomes-Focused Learning Environments
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    Chapter 82 ICT Learning Environments and Science Education: Perception to Practice
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    Chapter 83 Cultivating Constructivist Classrooms Through Evaluation of an Integrated Science Learning Environment
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    Chapter 84 Using a Learning Environment Perspective in Evaluating an Innovative Science Course for Prospective Elementary Teachers
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    Chapter 85 Evolving Learning Designs and Emerging Technologies
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    Chapter 86 The Impact of Student Clustering on the Results of Statistical Tests
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    Chapter 87 Interdisciplinary Perspectives Linking Science and Literacy in Grades K–5: Implications for Policy and Practice
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    Chapter 88 Writing as a Learning Tool in Science: Lessons Learnt and Future Agendas
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    Chapter 89 The Role of Language in Modeling the Natural World: Perspectives in Science Education
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    Chapter 90 Teaching Science Reading Comprehension: A Realistic, Research-Based Approach
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    Chapter 91 Building Common Language, Experiences, and Learning Spaces with Lower-Track Science Students
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    Chapter 92 Understanding Beliefs, Identity, Conceptions, and Motivations from a Discursive Psychology Perspective
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    Chapter 93 Qualitative Research Methods for Science Education
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    Chapter 94 Analyzing Verbal Data: Principles, Methods, and Problems
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    Chapter 95 Employing the Bricolage as Critical Research in Science Education
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    Chapter 96 Analyzing Verbal Data: An Object Lesson
Attention for Chapter 58: Citizen Science, Ecojustice, and Science Education: Rethinking an Education from Nowhere
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Chapter title
Citizen Science, Ecojustice, and Science Education: Rethinking an Education from Nowhere
Chapter number 58
Book title
Second International Handbook of Science Education
Published by
Springer Netherlands, January 2016
DOI 10.1007/978-1-4020-9041-7_58
Book ISBNs
978-1-4020-9040-0, 978-1-4020-9041-7
Authors

Michael P. Mueller, Deborah J. Tippins, Mueller, Michael P., Tippins, Deborah J.

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The data shown below were collected from the profiles of 6 X users who shared this research output. Click here to find out more about how the information was compiled.
Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 18 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Turkey 1 6%
Unknown 17 94%

Demographic breakdown

Readers by professional status Count As %
Researcher 6 33%
Student > Doctoral Student 2 11%
Student > Master 2 11%
Student > Ph. D. Student 1 6%
Lecturer 1 6%
Other 1 6%
Unknown 5 28%
Readers by discipline Count As %
Social Sciences 3 17%
Environmental Science 2 11%
Agricultural and Biological Sciences 2 11%
Philosophy 1 6%
Earth and Planetary Sciences 1 6%
Other 3 17%
Unknown 6 33%