Educational: Sciences, general science

Book SynopsisCritical Issues and Bold Visions for Science Education contains 16 chapters written by 32 authors from 11 countries. The book is intended for a broad audience of teachers, teacher educators, researchers, and policymakers. Interesting perspectives, challenging problems, and fresh solutions grounded in cutting edge theory and research are presented, interrogated, elaborated and, while retaining complexity, offer transformative visions within a context of political tensions, historical legacies, and grand challenges associated with Anthropocene (e.g., sustainability, climate change, mass extinctions). Within overarching sociocultural frameworks, authors address diverse critical issues using rich theoretical frameworks and methodologies suited to research today and a necessity to make a difference while ensuring that all participants benefit from research and high standards of ethical conduct. The focus of education is broad, encompassing teaching, learning and curriculum in pre-k-12 schools, museums and other informal institutions, community gardens, and cheeseworld. Teaching and learning are considered for a wide range of ages, languages, and nationalities. An important stance that permeates the book is that research is an activity from which all participants learn, benefit, and transform personal and community practices. Transformation is an integral part of research in science education. Contributors are: Jennifer Adams, Arnau Amat, Lucy Avraamidou, Marcília Elis Barcellos, Alberto Bellocchi, Mitch Bleier, Lynn A. Bryan, Helen Douglass, Colin Hennessy Elliott, Alejandro J. Gallard Martínez, Elisabeth Gonçalves de Souza, Da Yeon Kang, Shakhnoza Kayumova, Shruti Krishnamoorthy, Ralph Levinson, Sonya N. Martin, Jordan McKenzie, Kathy Mills, Catherine Milne, Ashley Morton, Masakata Ogawa, Rebecca Olson, Roger Patulny, Chantal Pouliot, Leah D. Pride, Anton Puvirajah, S. Lizette Ramos de Robles, Kathryn Scantlebury, Glauco S. F. da Silva, Michael Tan, Kenneth Tobin, and Geeta Verma.Table of ContentsFigures and Tables 1. Bold Visions for Science Education  Kenneth Tobin and Lynn Bryan 2. Mind the Gap between Science, Teaching and Education  Glauco Silva, Marcília Barcellos and Elisabeth Souza 3. Teaching Science in Times of Crisis  S. Lizette Ramos De Robles and Alejandro J. Gallard Martínez 4. I Know What I Want to Teach But How Can I Know What They Are Going to Learn?  Ralph Levinson 5. Adventures in Cheeseworld  Mitch Bleier and Ashley N. Morton 6. Exploring the Transformative Potential of Experiential Learning  Sonya N. Martin and Da Yeon Kang 7. Taking a Risk  Leah D. Pride 8. Creative Critical Inquiry  Jennifer D. Adams 9. The Engagement of Community Stakeholders in School Science Education  Arnau Amat 10. Examining the Mediation of Power in Informal Environments  Geeta Verma, Anton Puvirajah and Helen Douglass 11. Innovation to What End? Makerspaces as Sites for Science Education  Michael Tan 12. Being a Science Education Researcher and a Concerned Citizen against Epistemological Anesthesia  Chantal Pouliot 13. Science Education as a Material Issue? Exploring the Role of Materiality in Science Education through the Lens of Bradian Theory  Colin Hennessy Elliott, Shruti Krishnamoorthy, Catherine Milne and Kathryn Scantlebury 14. Emotion Work at the Frontline of STEM Teaching: Burning out and Turning Away  ALberto Bellocchi, Kathy Mills, Rebecca Olson, Roger Patulny and Jordan McKenzie 15. Science Education Researcher as Consultant-Researcher: A Critical Reflection of the Nature of Science Education Research in Japan  Masakata Ogawa 16. Science Education  Shakhnoza Kayumova, Lucy Avraamidou and Jennifer D. Adams Index

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Book SynopsisCritical Issues and Bold Visions for Science Education contains 16 chapters written by 32 authors from 11 countries. The book is intended for a broad audience of teachers, teacher educators, researchers, and policymakers. Interesting perspectives, challenging problems, and fresh solutions grounded in cutting edge theory and research are presented, interrogated, elaborated and, while retaining complexity, offer transformative visions within a context of political tensions, historical legacies, and grand challenges associated with Anthropocene (e.g., sustainability, climate change, mass extinctions). Within overarching sociocultural frameworks, authors address diverse critical issues using rich theoretical frameworks and methodologies suited to research today and a necessity to make a difference while ensuring that all participants benefit from research and high standards of ethical conduct. The focus of education is broad, encompassing teaching, learning and curriculum in pre-k-12 schools, museums and other informal institutions, community gardens, and cheeseworld. Teaching and learning are considered for a wide range of ages, languages, and nationalities. An important stance that permeates the book is that research is an activity from which all participants learn, benefit, and transform personal and community practices. Transformation is an integral part of research in science education. Contributors are: Jennifer Adams, Arnau Amat, Lucy Avraamidou, Marcília Elis Barcellos, Alberto Bellocchi, Mitch Bleier, Lynn A. Bryan, Helen Douglass, Colin Hennessy Elliott, Alejandro J. Gallard Martínez, Elisabeth Gonçalves de Souza, Da Yeon Kang, Shakhnoza Kayumova, Shruti Krishnamoorthy, Ralph Levinson, Sonya N. Martin, Jordan McKenzie, Kathy Mills, Catherine Milne, Ashley Morton, Masakata Ogawa, Rebecca Olson, Roger Patulny, Chantal Pouliot, Leah D. Pride, Anton Puvirajah, S. Lizette Ramos de Robles, Kathryn Scantlebury, Glauco S. F. da Silva, Michael Tan, Kenneth Tobin, and Geeta Verma.Table of ContentsFigures and Tables 1. Bold Visions for Science Education  Kenneth Tobin and Lynn Bryan 2. Mind the Gap between Science, Teaching and Education  Glauco Silva, Marcília Barcellos and Elisabeth Souza 3. Teaching Science in Times of Crisis  S. Lizette Ramos De Robles and Alejandro J. Gallard Martínez 4. I Know What I Want to Teach But How Can I Know What They Are Going to Learn?  Ralph Levinson 5. Adventures in Cheeseworld  Mitch Bleier and Ashley N. Morton 6. Exploring the Transformative Potential of Experiential Learning  Sonya N. Martin and Da Yeon Kang 7. Taking a Risk  Leah D. Pride 8. Creative Critical Inquiry  Jennifer D. Adams 9. The Engagement of Community Stakeholders in School Science Education  Arnau Amat 10. Examining the Mediation of Power in Informal Environments  Geeta Verma, Anton Puvirajah and Helen Douglass 11. Innovation to What End? Makerspaces as Sites for Science Education  Michael Tan 12. Being a Science Education Researcher and a Concerned Citizen against Epistemological Anesthesia  Chantal Pouliot 13. Science Education as a Material Issue? Exploring the Role of Materiality in Science Education through the Lens of Bradian Theory  Colin Hennessy Elliott, Shruti Krishnamoorthy, Catherine Milne and Kathryn Scantlebury 14. Emotion Work at the Frontline of STEM Teaching: Burning out and Turning Away  ALberto Bellocchi, Kathy Mills, Rebecca Olson, Roger Patulny and Jordan McKenzie 15. Science Education Researcher as Consultant-Researcher: A Critical Reflection of the Nature of Science Education Research in Japan  Masakata Ogawa 16. Science Education  Shakhnoza Kayumova, Lucy Avraamidou and Jennifer D. Adams Index

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Book SynopsisIn this volume, Jan van Driel presents an overview of his research on the professional knowledge that science teachers develop and enact in their teaching to promote student understanding and engagement in science. Using a selection of ten of his best publications, van Driel explains his journey from a chemistry teacher to an international leader in research in science education. He highlights collaborative projects with colleagues and students that have contributed to a better understanding of the nature of science teachers’ professional knowledge and how it develops in the context of teacher education and reforms of science education. He discusses the impact of this research on the international research community, and on the practice and policy of science education.Table of ContentsPreface List of Figures and Tables About the Author 1 Developing Science Teachers’ Pedagogical Content Knowledge  1 Why I Conducted the Study  2 Context  3 Impact and Follow Up  Developing Science Teachers’ Pedagogical Content Knowledge, by Jan H. van Driel, Nico Verloop and Wobbe de Vos (reprinted article) 2 Professional Development and Reform in Science Education: The Role of Teachers’ Practical Knowledge  1 How this Article Came About  2 Content and Context  3 Impact and Follow Up  Professional Development and Reform in Science Education: The Role of Teachers’ Practical Knowledge, by Jan H. van Driel, Douwe Beijaard and Nico Verloop (reprinted article) 3 Teacher Knowledge and the Knowledge Base of Teaching  1 How This Article Came About  2 What the Article Is About  3 Impact and Follow Up  Teacher Knowledge and the Knowledge Base of Teaching, by Nico Verloop, Jan van Driel and Paulien Meijer (reprinted article) 4 Teachers’ Knowledge of Models and Modelling in Science  1 Why I Conducted the Study  2 Context  3 Reflection and Follow Up  Teachers’ Knowledge of Models and Modelling in Science, by Jan H. van Driel and Nico Verloop (reprinted article) 5 Development of Experienced Science Teachers’ Pedagogical Content Knowledge of Models of the Solar System and the Universe  1 How the Study Came About  2 How the Study Was Conducted …  3 … And What Was Found  4 Reflection and Follow Up  Development of Experienced Science Teachers’ Pedagogical Content Knowledge of Models of the Solar System and the Universe, by Ineke Henze, by Jan H. van Driel and Nico Verloop (reprinted article) 6 The Development of Preservice Chemistry Teachers’ Pedagogical Content Knowledge  1 How the Study Came About  2 Reflection and Follow Up  3 Next Steps  The Development of Preservice Chemistry Teachers’ Pedagogical Content Knowledge, by Jan H. van Driel, Onno De Jong and Nico Verloop (reprinted article) 7 The Conceptions of Chemistry Teachers about Teaching and Learning in the Context of a Curriculum Innovation  1 How the Study Came About  2 Impact and Follow Up  The Conceptions of Chemistry Teachers about Teaching and Learning in the Context of a Curriculum Innovation, by Jan H. van Driel, Astrid M. W. Bulte and Nico Verloop (reprinted article) 8 Taking a Closer Look at Science Teaching Orientations  1 How the Article Came About  2 What the Article Is About  3 Impact and Follow Up  Taking a Closer Look at Science Teaching Orientations, by Patrica Friedrichsen, Jan H. van Driel and Sandra K. Abell (reprinted article) 9 Professional Learning of Science Teachers  1 How the Chapter Came About  2 Follow Up  Professional Learning of Science Teachers, by Jan H. van Driel (reprinted article) 10 Attention to Intentions: How to Stimulate Strong Intentions to Change  1 How the Article Came About  2 What Is the Article About  3 Follow Up  Attention to Intentions – How to Stimulate Strong Intentions to Change, by M. Dam, F. J. J. M. Janssen and J. H. van Driel (reprinted article) Reflection Index

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Book SynopsisThere is a critical need to prepare diverse teachers with expertise in science, technology, engineering, and mathematics (STEM) with the skills necessary to work effectively with underrepresented K-12 students. Three major goals of funded STEM programs are to attract and prepare students at all educational levels to pursue coursework in the STEM content areas, to prepare graduates to pursue careers in STEM fields, and to improve teacher education programs in the STEM content areas. Drawing upon these goals as the framework for Recruiting, Preparing, and Retaining STEM Teachers for a Global Generation, the 15 chapters contained herein highlight both the challenges and successes of recruiting, preparing, and sustaining novice teachers in the STEM content areas in high-need schools. Recruiting, retaining and sustaining highly-qualified teachers with expertise in STEM content areas to work in hard-to-staff schools and geographic areas are necessary to equalize educational opportunities for rural and urban Title 1 students. High teacher turnover rates, in combination with teachers working out-of-field, leave many students without highly-qualified teachers in STEM fields. Most of the chapters in this volume were prepared by scholars who received NSF funding through Noyce and are engaged in addressing research questions related to these endeavours. Contributors are: Lillie R. Albert, Cynthia Anhalt, Saman A. Aryana, Joy Barnes-Johnson, Lora Bartlett, Brezhnev Batres, Diane Bonilla, Patti Brosnan, Andrea C. Burrows, Alan Buss, Laurie O. Campbell, Phil Cantor, Michelle T. Chamberlin, Scott A. Chamberlin, Marta Civil, Lin Ding, Teresa Dunleavy, Belinda P. Edwards, Jennifer A. Eli, Joshua Ellis, Adrian Epps, Anne Even, Angela Frausto, Samantha Heller, Karen E. Irving, Heather Johnson, Nicole M. Joseph, Richard Kitchen, Karen Kuhel, Marina Lazic, Jacqueline Leonard, Rebecca H. McGraw, Daniel Morales-Doyle, Sultana N. Nahar, Justina Ogodo, Anil K. Pradhan, Carolina Salinas, David Segura, Lynette Gayden Thomas, Alisun Thompson, Maria Varelas, Dorothy Y. White, Desha Williams, and Ryan Ziols.Table of ContentsPreface Acknowledgements List of Figures and Tables Notes on Contributors PART 1: Teacher Recruitment in the stem Content Areas 1 Using stem Internships to Recruit Noyce Scholars into Elementary Education  Jacqueline Leonard, Scott Chamberlin, Saman A. Aryana, Marina Lazic and Anne Even 2 Stronger Together: The Arizona Mathematics Teaching (MaTh) Noyce Program’s Collaborative Model for Secondary Teacher Preparation  Jennifer A. Eli, Rebecca H. McGraw, Cynthia O. Anhalt and Marta Civil 3 Noyce at Vanderbilt: Exploring the Factors That Shape the Recruitment and Retention of Black Teachers   4 Rise, Defy, Teach, and Lead: The enable stem Project  Justina Ogodo, Karen E. Irving, Patti Brosnan and Lin Ding PART 2: Teacher Preparation in stem Education 5 Developing a Culturally and Linguistically Responsive Teacher Identity  Belinda P. Edwards, Desha Williams, Karen Kuhel and Adrian Epps 6 Supporting Noyce Scholars’ Teaching of Mathematics in Rural Elementary Schools  Dorothy Y. White, Jacqueline Leonard, Michelle T. Chamberlin and Alan Buss 7 Building Computational Thinking: Design and Making in Teacher Education  Laurie O. Campbell and Samantha Heller 8 Teacher Preparation Programs, Teacher Diversity, and stem: Considering a “Race-Centered” Political Economy Perspective  Ryan Ziols 9 World Class stem Faculty: An International Dual-Degree Program  Karen E. Irving, Anil K. Pradhan and Sultana N. Nahar PART 3: stem Teacher Mentoring and Retention 10 Negotiating Structures and Agency in Learning to Teach Science for Equity and Social Justice  David Segura, Maria Varelas, Daniel Morales-Doyle, Brezhnev Batres, Phillip Cantor, Diana Bonilla, Angela Frausto, Carolina Salinas and Lynette Gayden Thomas 11 Exemplary Mathematics Teachers for High-Need Schools: A Two-Way Mentoring Model  Lillie R. Albert 12 Becoming Equity-Minded stem Teachers through Mentoring and Internship Experiences  Joy Barnes-Johnson, Saman A. Aryana and Jacqueline Leonard 13 Retention through Community Building: Secondary Science and Math Noyce Scholars’ Use of a Chat Room  Andrea C. Burrows 14 Seeking to Stay: Job Search Process and Teacher Retention  Lora Bartlett and Alisun Thompson 15 The Teacher Induction Network: Findings from over 10 Years of stem Teacher Induction  Joshua A. Ellis Index

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Book SynopsisThere is a critical need to prepare diverse teachers with expertise in science, technology, engineering, and mathematics (STEM) with the skills necessary to work effectively with underrepresented K-12 students. Three major goals of funded STEM programs are to attract and prepare students at all educational levels to pursue coursework in the STEM content areas, to prepare graduates to pursue careers in STEM fields, and to improve teacher education programs in the STEM content areas. Drawing upon these goals as the framework for Recruiting, Preparing, and Retaining STEM Teachers for a Global Generation, the 15 chapters contained herein highlight both the challenges and successes of recruiting, preparing, and sustaining novice teachers in the STEM content areas in high-need schools. Recruiting, retaining and sustaining highly-qualified teachers with expertise in STEM content areas to work in hard-to-staff schools and geographic areas are necessary to equalize educational opportunities for rural and urban Title 1 students. High teacher turnover rates, in combination with teachers working out-of-field, leave many students without highly-qualified teachers in STEM fields. Most of the chapters in this volume were prepared by scholars who received NSF funding through Noyce and are engaged in addressing research questions related to these endeavours. Contributors are: Lillie R. Albert, Cynthia Anhalt, Saman A. Aryana, Joy Barnes-Johnson, Lora Bartlett, Brezhnev Batres, Diane Bonilla, Patti Brosnan, Andrea C. Burrows, Alan Buss, Laurie O. Campbell, Phil Cantor, Michelle T. Chamberlin, Scott A. Chamberlin, Marta Civil, Lin Ding, Teresa Dunleavy, Belinda P. Edwards, Jennifer A. Eli, Joshua Ellis, Adrian Epps, Anne Even, Angela Frausto, Samantha Heller, Karen E. Irving, Heather Johnson, Nicole M. Joseph, Richard Kitchen, Karen Kuhel, Marina Lazic, Jacqueline Leonard, Rebecca H. McGraw, Daniel Morales-Doyle, Sultana N. Nahar, Justina Ogodo, Anil K. Pradhan, Carolina Salinas, David Segura, Lynette Gayden Thomas, Alisun Thompson, Maria Varelas, Dorothy Y. White, Desha Williams, and Ryan Ziols.Table of ContentsPreface Acknowledgements List of Figures and Tables Notes on Contributors PART 1: Teacher Recruitment in the stem Content Areas 1 Using stem Internships to Recruit Noyce Scholars into Elementary Education  Jacqueline Leonard, Scott Chamberlin, Saman A. Aryana, Marina Lazic and Anne Even 2 Stronger Together: The Arizona Mathematics Teaching (MaTh) Noyce Program’s Collaborative Model for Secondary Teacher Preparation  Jennifer A. Eli, Rebecca H. McGraw, Cynthia O. Anhalt and Marta Civil 3 Noyce at Vanderbilt: Exploring the Factors That Shape the Recruitment and Retention of Black Teachers   4 Rise, Defy, Teach, and Lead: The enable stem Project  Justina Ogodo, Karen E. Irving, Patti Brosnan and Lin Ding PART 2: Teacher Preparation in stem Education 5 Developing a Culturally and Linguistically Responsive Teacher Identity  Belinda P. Edwards, Desha Williams, Karen Kuhel and Adrian Epps 6 Supporting Noyce Scholars’ Teaching of Mathematics in Rural Elementary Schools  Dorothy Y. White, Jacqueline Leonard, Michelle T. Chamberlin and Alan Buss 7 Building Computational Thinking: Design and Making in Teacher Education  Laurie O. Campbell and Samantha Heller 8 Teacher Preparation Programs, Teacher Diversity, and stem: Considering a “Race-Centered” Political Economy Perspective  Ryan Ziols 9 World Class stem Faculty: An International Dual-Degree Program  Karen E. Irving, Anil K. Pradhan and Sultana N. Nahar PART 3: stem Teacher Mentoring and Retention 10 Negotiating Structures and Agency in Learning to Teach Science for Equity and Social Justice  David Segura, Maria Varelas, Daniel Morales-Doyle, Brezhnev Batres, Phillip Cantor, Diana Bonilla, Angela Frausto, Carolina Salinas and Lynette Gayden Thomas 11 Exemplary Mathematics Teachers for High-Need Schools: A Two-Way Mentoring Model  Lillie R. Albert 12 Becoming Equity-Minded stem Teachers through Mentoring and Internship Experiences  Joy Barnes-Johnson, Saman A. Aryana and Jacqueline Leonard 13 Retention through Community Building: Secondary Science and Math Noyce Scholars’ Use of a Chat Room  Andrea C. Burrows 14 Seeking to Stay: Job Search Process and Teacher Retention  Lora Bartlett and Alisun Thompson 15 The Teacher Induction Network: Findings from over 10 Years of stem Teacher Induction  Joshua A. Ellis Index

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Book SynopsisThis volume of the World of Science Education gathers contributions from Latin American science education researchers covering a variety of topics that will be of interest to educators and researchers all around the world. The volume provides an overview of research in Latin America, and most of the chapters report findings from studies seldom available for Anglophone readers. They bring new perspectives, thus, to topics such as science teaching and learning; discourse analysis and argumentation in science education; history, philosophy and sociology of science in science teaching; and science education in non-formal settings. As the Latin American academic communities devoted to science education have been thriving for the last four decades, the volume brings an opportunity for researchers from other regions to get acquainted with the developments of their educational research. This will bring contributions to scholarly production in science education as well as to teacher education and teaching proposals to be implemented in the classroom.Table of ContentsPreface Notes on Contributors Part 1: An Introduction to Science Education Research in South and Latin America 1 Science Education Research in Brazil: Historical Aspects, Researchers’ Representations, and the State of the Art  Maria José P. M. de Almeid and Roberto Nardi 2 Science Education Research Methods in Latin America over the Last Decade  Ileana María Greca and Flávia Maria Teixeira dos Santos 3 Science and Technology in Contemporary Science Education in Brazil  José André Peres Angotti, José de Pinho Alves Filho and Walter Antonio Bazzo 4 Science Education Research in South America: Social Cohesion and Cultural Diversity  Adela Molina Andrade Part 2: Teaching and Learning Science 5 Emotions, Feelings, and Conceptualizations in the Didactics of Physics  Maria Rita Otero and Maria de los Angeles Fanaro 6 Teaching the Foundations of Quantum Mechanics in High School: A Didactic and Cognitive Analysis of a Sequence of Situations  Maria de los Angeles Fanaro and María Rita Otero Part 3: Teaching Science and Teacher Education 7 Studies of the Production of Innovative Educational Materials through Teacher Education in Brazil  Anna Maria Pessoa de Carvalho, Deise Miranda Vianna and Lúcia Helena Sasseron 8 Labwork and Science Teacher Education: An Experience in a Latin American Country  María Maite Andrés 9 Research on Colombian Science Teachers’ Education: A Review  Rómulo Gallego Badillo, Royman Pérez Miranda, Adriana Patricia Gallego Torres and Deisy Baracaldo Guzmán Part 4: Discourse Analysis and Argumentation in Science Education 10 Student Participation in Science Classroom Discourse: Research in Latin America  Antonia Candela 11 Turning Points in Communicative Approaches to Science Classroom Discourse  Eduardo Fleury Mortimer and Phil Scott 12 Analyzing Discursive Interactions in the Context of Evolution Teaching with a Conceptual Profile of Adaptation  Claudia Sepulveda, Eduardo Fleury Mortimer and Charbel N. El-Hani 13 Argumentation from Toulmin’s Perspective in Teaching Science  Marta A. Pesa, Stella M. Islas, Silvia del Valle Bravo and Celia Medina 14 Science Textbooks: A Discursive Perspective  Isabel Martins Part 5: The History, Philosophy, and Sociology of Science in Science Teaching 15 The History, Philosophy, and Sociology of Science in Science Teaching  André Ferrer P. Martins 16 History, Didactics, and the Transformation of Scientific Content: Epistemological Surveillance and Science Education Commitments  Maurício Pietrocola, Elio Ricardo and Thaís Forato 17 Contributions to the Nature of Science: Scientific Investigation as Inquiry, Modeling, and Argumentation  Agustín Adúriz-Bravo 18 The History of Science and Science Education: Tools for Practice and Research in Schools  Nelio Bizzo 19 The History and Philosophy of Chemistry (HPC) in Teaching and in the Professional Development of Teachers: Contributions to the Debate from Science Education Research  Mario Quintanilla Gatica 20 Contributions to Physics Education from the History and Philosophy of Science  Irene Arriassecq and Verónica Guridi Part 6: Science Education in Non-Formal Settings 21 Non-Formal Education in South America: A Preliminary View  Julian Betancourt Mellizo 22 Science Education Research in Science and Technology Museums in Brazil  Martha Marandino and Guaracira Gouvêa 23 Reconstructing Our Images of the World: The Fundamental Task of Non-Formal Science Education  César Carrillo Trueba Index

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Book SynopsisThis volume of the World of Science Education gathers contributions from Latin American science education researchers covering a variety of topics that will be of interest to educators and researchers all around the world. The volume provides an overview of research in Latin America, and most of the chapters report findings from studies seldom available for Anglophone readers. They bring new perspectives, thus, to topics such as science teaching and learning; discourse analysis and argumentation in science education; history, philosophy and sociology of science in science teaching; and science education in non-formal settings. As the Latin American academic communities devoted to science education have been thriving for the last four decades, the volume brings an opportunity for researchers from other regions to get acquainted with the developments of their educational research. This will bring contributions to scholarly production in science education as well as to teacher education and teaching proposals to be implemented in the classroom.Table of ContentsPreface Notes on Contributors Part 1: An Introduction to Science Education Research in South and Latin America 1 Science Education Research in Brazil: Historical Aspects, Researchers’ Representations, and the State of the Art  Maria José P. M. de Almeid and Roberto Nardi 2 Science Education Research Methods in Latin America over the Last Decade  Ileana María Greca and Flávia Maria Teixeira dos Santos 3 Science and Technology in Contemporary Science Education in Brazil  José André Peres Angotti, José de Pinho Alves Filho and Walter Antonio Bazzo 4 Science Education Research in South America: Social Cohesion and Cultural Diversity  Adela Molina Andrade Part 2: Teaching and Learning Science 5 Emotions, Feelings, and Conceptualizations in the Didactics of Physics  Maria Rita Otero and Maria de los Angeles Fanaro 6 Teaching the Foundations of Quantum Mechanics in High School: A Didactic and Cognitive Analysis of a Sequence of Situations  Maria de los Angeles Fanaro and María Rita Otero Part 3: Teaching Science and Teacher Education 7 Studies of the Production of Innovative Educational Materials through Teacher Education in Brazil  Anna Maria Pessoa de Carvalho, Deise Miranda Vianna and Lúcia Helena Sasseron 8 Labwork and Science Teacher Education: An Experience in a Latin American Country  María Maite Andrés 9 Research on Colombian Science Teachers’ Education: A Review  Rómulo Gallego Badillo, Royman Pérez Miranda, Adriana Patricia Gallego Torres and Deisy Baracaldo Guzmán Part 4: Discourse Analysis and Argumentation in Science Education 10 Student Participation in Science Classroom Discourse: Research in Latin America  Antonia Candela 11 Turning Points in Communicative Approaches to Science Classroom Discourse  Eduardo Fleury Mortimer and Phil Scott 12 Analyzing Discursive Interactions in the Context of Evolution Teaching with a Conceptual Profile of Adaptation  Claudia Sepulveda, Eduardo Fleury Mortimer and Charbel N. El-Hani 13 Argumentation from Toulmin’s Perspective in Teaching Science  Marta A. Pesa, Stella M. Islas, Silvia del Valle Bravo and Celia Medina 14 Science Textbooks: A Discursive Perspective  Isabel Martins Part 5: The History, Philosophy, and Sociology of Science in Science Teaching 15 The History, Philosophy, and Sociology of Science in Science Teaching  André Ferrer P. Martins 16 History, Didactics, and the Transformation of Scientific Content: Epistemological Surveillance and Science Education Commitments  Maurício Pietrocola, Elio Ricardo and Thaís Forato 17 Contributions to the Nature of Science: Scientific Investigation as Inquiry, Modeling, and Argumentation  Agustín Adúriz-Bravo 18 The History of Science and Science Education: Tools for Practice and Research in Schools  Nelio Bizzo 19 The History and Philosophy of Chemistry (HPC) in Teaching and in the Professional Development of Teachers: Contributions to the Debate from Science Education Research  Mario Quintanilla Gatica 20 Contributions to Physics Education from the History and Philosophy of Science  Irene Arriassecq and Verónica Guridi Part 6: Science Education in Non-Formal Settings 21 Non-Formal Education in South America: A Preliminary View  Julian Betancourt Mellizo 22 Science Education Research in Science and Technology Museums in Brazil  Martha Marandino and Guaracira Gouvêa 23 Reconstructing Our Images of the World: The Fundamental Task of Non-Formal Science Education  César Carrillo Trueba Index

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Book SynopsisIn this volume, Jan van Driel presents an overview of his research on the professional knowledge that science teachers develop and enact in their teaching to promote student understanding and engagement in science. Using a selection of ten of his best publications, van Driel explains his journey from a chemistry teacher to an international leader in research in science education. He highlights collaborative projects with colleagues and students that have contributed to a better understanding of the nature of science teachers’ professional knowledge and how it develops in the context of teacher education and reforms of science education. He discusses the impact of this research on the international research community, and on the practice and policy of science education.Table of ContentsPreface List of Figures and Tables About the Author 1 Developing Science Teachers’ Pedagogical Content Knowledge  1 Why I Conducted the Study  2 Context  3 Impact and Follow Up  Developing Science Teachers’ Pedagogical Content Knowledge, by Jan H. van Driel, Nico Verloop and Wobbe de Vos (reprinted article) 2 Professional Development and Reform in Science Education: The Role of Teachers’ Practical Knowledge  1 How this Article Came About  2 Content and Context  3 Impact and Follow Up  Professional Development and Reform in Science Education: The Role of Teachers’ Practical Knowledge, by Jan H. van Driel, Douwe Beijaard and Nico Verloop (reprinted article) 3 Teacher Knowledge and the Knowledge Base of Teaching  1 How This Article Came About  2 What the Article Is About  3 Impact and Follow Up  Teacher Knowledge and the Knowledge Base of Teaching, by Nico Verloop, Jan van Driel and Paulien Meijer (reprinted article) 4 Teachers’ Knowledge of Models and Modelling in Science  1 Why I Conducted the Study  2 Context  3 Reflection and Follow Up  Teachers’ Knowledge of Models and Modelling in Science, by Jan H. van Driel and Nico Verloop (reprinted article) 5 Development of Experienced Science Teachers’ Pedagogical Content Knowledge of Models of the Solar System and the Universe  1 How the Study Came About  2 How the Study Was Conducted …  3 … And What Was Found  4 Reflection and Follow Up  Development of Experienced Science Teachers’ Pedagogical Content Knowledge of Models of the Solar System and the Universe, by Ineke Henze, by Jan H. van Driel and Nico Verloop (reprinted article) 6 The Development of Preservice Chemistry Teachers’ Pedagogical Content Knowledge  1 How the Study Came About  2 Reflection and Follow Up  3 Next Steps  The Development of Preservice Chemistry Teachers’ Pedagogical Content Knowledge, by Jan H. van Driel, Onno De Jong and Nico Verloop (reprinted article) 7 The Conceptions of Chemistry Teachers about Teaching and Learning in the Context of a Curriculum Innovation  1 How the Study Came About  2 Impact and Follow Up  The Conceptions of Chemistry Teachers about Teaching and Learning in the Context of a Curriculum Innovation, by Jan H. van Driel, Astrid M. W. Bulte and Nico Verloop (reprinted article) 8 Taking a Closer Look at Science Teaching Orientations  1 How the Article Came About  2 What the Article Is About  3 Impact and Follow Up  Taking a Closer Look at Science Teaching Orientations, by Patrica Friedrichsen, Jan H. van Driel and Sandra K. Abell (reprinted article) 9 Professional Learning of Science Teachers  1 How the Chapter Came About  2 Follow Up  Professional Learning of Science Teachers, by Jan H. van Driel (reprinted article) 10 Attention to Intentions: How to Stimulate Strong Intentions to Change  1 How the Article Came About  2 What Is the Article About  3 Follow Up  Attention to Intentions – How to Stimulate Strong Intentions to Change, by M. Dam, F. J. J. M. Janssen and J. H. van Driel (reprinted article) Reflection Index

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