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:
For more information, contact:
Norman G. Lederman
Mathematics and Science Education
226 Engineering 1
Illinois Institute of Technology
Chicago IL 60616
Supporting Self-Directed Learning in Science and Technology: Science for All Beyond the School Curriculum
Theory and Methods for Sociocultural Research in Science and Engineering Education
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
Aesthetic Experience in Science Education: Learning and Meaning-Making as Situated Talk and Action
Léonie J. Rennie, Susan M. Stocklmayer, John K. Gilbert
January 21, 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...
Gregory J. Kelly, Judith Green
December 21, 2018
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...
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...
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....
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...
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...