This state-of-the art research Handbook provides a comprehensive, coherent, current synthesis of the empirical and theoretical research concerning teaching and learning in science and lays down a foundation upon which future research can be built.  

The contributors, all leading experts in their research areas, represent the international and gender diversity that exists in the science education research community. 

As a whole, the Handbook of Research on Science Education demonstrates that science education is alive and well and illustrates its vitality. It is an essential resource for the entire science education community, including veteran and emerging researchers, university faculty, graduate students, practitioners in the schools, and science education professionals outside of universities.

The National Association for Research in Science Teaching (NARST) endorses the Handbook of Research on Science Education as an important and valuable synthesis of the current knowledge in the field of science education by leading individuals in the field.  For more information on NARST, please visit: https://www.narst.org/.

part |167 pages

Science Learning

chapter |28 pages

Perspectives on Science Learning

ByCharles W. Anderson

chapter |26 pages

Student Conceptions and Conceptual Learning in Science

ByPhil Scott, Hilary Asoko, John Leach

chapter |18 pages

Language and Science Learning

ByWilliam S. Carlsen

chapter |28 pages

Attitudinal and Motivational Constructs in Science Learning

ByThomas R. Koballa, Shawn M. Glynn

chapter |22 pages

Classroom Learning Environments

ByBarry J. Fraser

chapter |43 pages

Learning Science Outside of School

ByLéonie J. Rennie

part |201 pages

Culture, Gender, Society, and Science Learning

chapter |31 pages

Special Needs and Talents in Science Learning

ByJ. Randy McGinnis, Gregory P. Stefanich

chapter |25 pages

Science Learning in Urban Settings

ByAngela Calabrese Barton

chapter |25 pages

Rural Science Education

ByJ. Steve Oliver

part |356 pages

Science Teaching

chapter |19 pages

General Instructional Methods and Strategies

ByDavid F. Treagust

chapter |49 pages

Learning and Teaching in the School Science Laboratory: An Analysis of Research, Theory, and Practice

ByVincent N. Lunetta, Avi Hofstein, Michael P. Clough

chapter |27 pages

Discourse in Science Classrooms

ByGregory J. Kelly

chapter |43 pages

Elementary Science Teaching

ByKen Appleton

chapter |23 pages

Interdisciplinary Science Teaching

ByCharlene M. Czerniak

chapter |31 pages

Teaching Physics

ByReinders Duit, Hans Niedderer, Horst Schecker

chapter |22 pages

Teaching and Learning the Many Faces of Chemistry

ByOnno De Jong, Keith S. Taber

chapter |35 pages

Learning Earth Sciences

ByNir Orion, Charles R. Ault

chapter |38 pages

Environmental Education

ByPaul Hart

part |314 pages

Curriculum and Assessment in Science

chapter |52 pages

Scientific Literacy/Science Literacy

ByDouglas A. Roberts

chapter |24 pages

Inquiry as an Organizing Theme for Science Curricula

ByRonald D. Anderson

chapter |49 pages

Nature of Science: Past, Present, and Future

ByNorman G. Lederman

chapter |30 pages

Humanistic Perspectives in the Science Curriculum

ByGlen S. Aikenhead

chapter |31 pages

Systemic Reform: Research, Vision, and Politics

ByJane Butler Kahle

chapter |21 pages

Review of Science Education Program Evaluation

ByFrances Lawrenz

chapter |42 pages

Classroom Assessment of Science Learning

ByBeverley Bell

chapter |34 pages

Large-Scale Assessments in Science Education

ByEdward D. Britton, Steven A. Schneider

part |219 pages

Science Teacher Education

chapter |23 pages

Science Teacher as Learner

ByJ. John Loughran

chapter |38 pages

Science Teacher Attitudes and Beliefs

ByM. Gail Jones, Glenda Carter

chapter |45 pages

Research on Science Teacher Knowledge

BySandra K. Abell

chapter |28 pages

Learning to Teach Science

ByTom Russell, Andrea K. Martin

chapter |25 pages

Teacher Professional Development in Science

ByPeter W. Hewson

chapter |55 pages

Science Teachers as Researchers

ByKathleen J. Roth