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Teaching and Learning in Science Series
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. We welcome all topics related to the teaching, learning, and assessment of science. Potential audiences include researchers, teacher educators, and K16 science teachers.
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 levels.
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:
- scientific literacy
- STEM integration
- scientific inquiry
- nature of science
- history and philosophy of science
- socioscientific issues
- teaching and learning of science in urban or rural contexts
- pedagogical content knowledge
- assessment and evaluation
- K-16 teacher education
- early childhood-adult science education
- social and emotional learning
- research to policy
- research to practice
- place-based learning
- special needs science education
- learning through formal and informal science research experiences
- science education for equity, diversity and social justice
- science/science teacher identity
- science teaching and learning for multilingual language learners
- informal science education
- post-secondary science teaching and learning
- discipline-based education research
- professional learning/development
- community partnerships
- citizen science
- online teaching and learning
- virtual reality and artificial intelligence in science education
- environmental education and sustainability
- contemporary teaching methodologies
- indigenous science
- computational thinking
- research methodologies
- contemporary needs in science education
The Teaching and Learning in Science Series is meant to raise as many questions as it attempts to answer. No privilege is afforded to any research paradigm or educational perspective.