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Teaching and Learning in Science Series


About the Series

The Teaching and Learning in Science Series brings together theoretical and practical scholarship emanating from a wide range of research approaches and paradigms on an equally wide variety of topics.

International concerns about the quality of the teaching and learning of science continue to increase across countries, states, provinces, and local communities with each round of international assessments. During a period of expansive reform in science education, it is especially important that the most current research in areas of critical concern be synthesized for use by both practitioners and researchers.

Proposals for authored or edited books are encouraged that address research and practice in the teaching and learning of science and/or any aspects of the current reforms in science education. The primary focus is the theoretical and practical importance of the problem being investigated. Equal consideration will be given to theoretically oriented and practitioner-oriented proposals. It is hoped that this series will generate as many critical questions as answers it may provide. Themes for prospective manuscripts may include, but are certainly not limited to:

  • the practicality of scientific literacy
  • science for "all" in urban and rural settings
  • scientific inquiry
  • nature of science
  • student misconceptions
  • conceptual change
  • teacher education
  • curriculum development
  • educational policy
  • high stakes testing
  • alternative teacher certification
  • apprenticeship models
  • curriculum integration
  • problem-based learning
  • special needs students and science reforms
  • teacher knowledge and beliefs
  • informal science education
  • classroom discourse
  • professional development
  • teacher/scientist collaborations
  • technology integration
  • equity and diversity within a climate of change

For more information, contact:

Norman G. Lederman

Mathematics and Science Education

226 Engineering 1

Illinois Institute of Technology

Chicago IL 60616

e-mail: ledermann@iit.edu

Phone: 312-567-3658

Fax: 312-567-3659

13 Series Titles

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Representations of Nature of Science in School Science Textbooks: A Global Perspective

Representations of Nature of Science in School Science Textbooks: A Global Perspective

Christine V. McDonald, Fouad Abd-El-Khalick
May 11, 2017

Bringing together international research on nature of science (NOS) representations in science textbooks, the unique analyses presented in this volume provides a global perspective on NOS from elementary to college level and discusses the practical implications in various regions across the globe....

Reframing Science Teaching and Learning: Students and Educators Co-developing Science Practices In and Out of School

Reframing Science Teaching and Learning: Students and Educators Co-developing Science Practices In and Out of School

David Stroupe
February 03, 2017

Responding to recent reform efforts, such as the Next Generation Science Standards, which call for students to learn science practices, this book proposes a conceptual reframing of the roles of teachers and students in formal and informal science learning settings. Inviting the field to examine the...

Supporting K-12 English Language Learners in Science: Putting Research into Teaching Practice

Supporting K-12 English Language Learners in Science: Putting Research into Teaching Practice

Cory Buxton, Martha Allexsaht-Snider
November 17, 2016

The contribution of this book is to synthesize important common themes and highlight the unique features, findings, and lessons learned from three systematic, ongoing research and professional learning projects for supporting English learners in science. Each project, based in a different region of...

Reconceptualizing STEM Education: The Central Role of Practices

Reconceptualizing STEM Education: The Central Role of Practices

Richard A. Duschl, Amber S. Bismack
January 12, 2016

Reconceptualizing STEM Education explores and maps out research and development ideas and issues around five central practice themes: Systems Thinking; Model-Based Reasoning; Quantitative Reasoning; Equity, Epistemic, and Ethical Outcomes; and STEM Communication and Outreach. These themes are...

Responsive Teaching in Science and Mathematics

Responsive Teaching in Science and Mathematics

Amy D. Robertson, Rachel Scherr, David Hammer
October 13, 2015

Answering calls in recent reform documents to shape instruction in response to students’ ideas while integrating key concepts and scientific and/or mathematical practices, this text presents the concept of responsive teaching, synthesizes existing research, and examines implications for both...

Re-examining Pedagogical Content Knowledge in Science Education

Re-examining Pedagogical Content Knowledge in Science Education

Amanda Berry, Patricia Friedrichsen, John Loughran
March 19, 2015

Pedagogical Content Knowledge (PCK) has been adapted, adopted, and taken up in a diversity of ways in science education since the concept was introduced in the mid-1980s. Now that it is so well embedded within the language of teaching and learning, research and knowledge about the construct needs...

Student Thinking and Learning in Science: Perspectives on the Nature and Development of Learners' Ideas

Student Thinking and Learning in Science: Perspectives on the Nature and Development of Learners' Ideas

Keith S. Taber
April 25, 2014

This readable and informative survey of key ideas about students’ thinking in science builds a bridge between theory and practice by offering clear accounts from research, and showing how they relate to actual examples of students talking about widely taught science topics. Focused on secondary...

Aesthetic Experience in Science Education: Learning and Meaning-Making as Situated Talk and Action

Aesthetic Experience in Science Education: Learning and Meaning-Making as Situated Talk and Action

Per-Olof Wickman
November 07, 2013

This book examines the role of aesthetic experience in learning science and in science education from the perspective of knowledge as action and language use. The theoretical underpinnings are based on the writings of John Dewey and Ludwig Wittgenstein. In their spirit aesthetics is examined as it...

Integrating Science, Technology, Engineering, and Mathematics: Issues, Reflections, and Ways Forward

Integrating Science, Technology, Engineering, and Mathematics: Issues, Reflections, and Ways Forward

Léonie Rennie, Grady Venville, John Wallace
May 11, 2012

How can curriculum integration of school science with the related disciplines of technology, engineering and mathematics (STEM) enhance students’ skills and their ability to link what they learn in school with the world outside the classroom? Featuring actual case studies of teachers’ attempts to...

Rethinking the Way We Teach Science: The Interplay of Content, Pedagogy, and the Nature of Science

Rethinking the Way We Teach Science: The Interplay of Content, Pedagogy, and the Nature of Science

Louis Rosenblatt
November 08, 2010

Offering a fresh take on inquiry, this book draws on current research and theory in science education, literacy, and educational psychology, as well as the history and philosophy of science, to make its case for transforming the way science is taught. Re-thinking the Way We Teach Science addresses...

Exploring the Landscape of Scientific Literacy

Exploring the Landscape of Scientific Literacy

Cedric Linder, Leif Östman, Douglas A. Roberts, Per-Olof Wickman, Gaalen Ericksen, Allan MacKinnon
September 08, 2010

Scientific literacy is part of national science education curricula worldwide. In this volume, an international group of distinguished scholars offer new ways to look at the key ideas and practices associated with promoting scientific literacy in schools and higher education. The goal is to open up...

Designing and Teaching the Elementary Science Methods Course

Designing and Teaching the Elementary Science Methods Course

Sandra K. Abell, Ken Appleton, Deborah L. Hanuscin
February 12, 2010

What do aspiring and practicing elementary science teacher education faculty need to know as they plan and carry out instruction for future elementary science teachers? This scholarly and practical guide for science teacher educators outlines the theory, principles, and strategies needed, and...

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