The Teaching and Learning in Science Series focuses on theoretical, empirical, and instruction-based scholarship derived from a wide range of research approaches and paradigms and on an equally wide variety of topics in science education.
Concerns about the quality of the teaching and learning of science are continually increasing at the international level. This is no more evident than in the continued emergence of reforms and standards globally, as well as in highly publicized international comparisons of academic achievement. In such a climate of high-stakes accountability, it is absolutely critical that science instruction have a solid theoretical foundation as well as demonstrable empirical support. The series is receptive to both theoretical and practitioner-oriented proposals. However, practitioner-oriented proposals should be based on empirical support, as opposed to simply the sharing of teaching ideas.
Although any single book may not appeal to all audiences, it is envisioned that the books in this series may be useful to one or more audiences: they may serve as resources to scholars, or as required reading, recommended reading, or core texts in teacher education courses at a graduate and/or undergraduate level.
Book proposals may be authored by one or more individuals, or be an edited volume. The focus of the books in this series will address both perennial issues in the teaching and learning of science as well new and emerging areas of concern and interest. Potential themes for book proposals may include, but are certainly not limited to:
The Teaching and Learning in Science Series is meant to raise as many questions as it attempts to answer. Again, no privilege is afforded to any research paradigm or educational perspective.
Reframing Science Teaching and Learning: Students and Educators Co-developing Science Practices In and Out of School
Supporting K-12 English Language Learners in Science: Putting Research into Teaching Practice
Responsive Teaching in Science and Mathematics
Student Thinking and Learning in Science: Perspectives on the Nature and Development of Learners' Ideas
Elizabeth A. Davis, Carla Zembal-Saul, Sylvie M. Kademian
November 01, 2019
Grounded in empirical research, this book offers concrete pathways to direct attention towards elementary science teaching that privileges sensemaking, rather than isolated activities and vocabulary. Outlining a clear vision for this shift using research-backed tools, pedagogies, and practices to...
Christine V. McDonald, Fouad Abd-El-Khalick
May 07, 2019
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....
Gregory J. Kelly, Judith L. Green
January 07, 2019
Introducing original methods for integrating sociocultural and discourse studies into science and engineering education, this book provides a much-needed framework for how to conduct qualitative research in this field. The three dimensions of learning identified in the Next Generation Science...
Léonie J. Rennie, Susan M. Stocklmayer, John K. Gilbert
January 07, 2019
While much has been written about science education from pre-K through to postgraduate study, interaction with science and technology does not stop when schooling ends. Moving beyond scholarship on conventional education, this book extends the research and provides an original in-depth look at...
Kostas Kampourakis, Michael J. Reiss
June 01, 2018
An indispensable tool for biology teacher educators, researchers, graduate students, and practising teachers, this book presents up-to-date research, addresses common misconceptions, and discusses the pedagogical content knowledge necessary for effective teaching of key topics in biology. Chapters...
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...
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...
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...
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...
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...
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...
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...