Defining an Identity The Evolution of Science Education as a Field o
Research in science education is now an international activity. This book asks for the first time, Does this research activity have an identity? -It uses the significant studies of more than 75 researchers in 15 countries to see to what extent they provid
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Science & Technology Education Library V O L U M E 20 SERIES EDITOR William W. Cobern, Western Michigan University, Kalamazoo, USA FOUNDING EDITOR Ken Tobin, University of Pennsylvania, Philadelphia, USA EDITORIAL BOARD Henry Brown-Acquay, University College of Education of Winneba, Ghana Mariona Espinet, Universitat Autonoma de Barcelona, Spain Gurol Irzik, Bogazici University, Istanbul, Turkey Olugbemiro Jegede, The Open University, Hong Kong Reuven Lazarowitz, Technion, Haifa, Israel Lilia Reyes Herrera, Universidad Autönoma de Colombia, Bogota, Colombia Marrisa Rollnick, College of Science, Johannesburg, South Africa Svein Sj0berg, University of Oslo, Norway Hsiao-lin Tuan, National Chanhua University of Education, Taiwan SCOPE The book series Science & Technology Education Library provides a publication forum for scholarship in science and technology education. It aims to publish innovative books which are at the forefront of the field. Monographs as well as collections of papers will be published.
The titles published in this series are listed at the end of this volume.
Defining an Identity The Evolution of Science Education as a Field of Research
by
PETER J. FENSHAM Emeritus Professor of Science Education, Monash University, Australia
SPRINGER - SCIENCE+BUSINESS MEDIA, B.V.
A c.I.P. Catalogue record for this book is available from the Library of Congress
ISBN 978-1-4020-1468-0 ISBN 978-94-010-0175-5 (eBook) DOI 10.1007/978-94-010-0175-5
Printed an acid-free paper
AlI Rights Reserved © 2004 Springer Science+Business Media Dordrecht
Originally published by Kluwer Academic Publishers in 2004 No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microf:tlming, recording or otherwise, without written permis sion from the Publisher, with the exception of any material supplied specificalIy for the purpose of being entered and executed on a computer system, for exclusive use by the purchase of the work.
To Christine With much gratitude for both the positive and the critical ways you have responded over so many years to my adventures in science education.
TA B L E O F C O N T E N T S
Preface
ix
Introduction
xi
CHAPTER 1
Science Education: What Defines a Field of Research?
1
CHAPTER 2
Origins
11
CHAPTER 3
The Researcher as Person
37
CHAPTER 4
The Significance of Research
61
CHAPTER 5
Major Influence on Research
76
CHAPTER 6
Asking Questions
93
CHAPTER 7
The Role of Theory
101
CHAPTER 8
Methodology
114
CHAPTER 9
Evidence of Progression
132
CHAPTER 10
Focus on Content
145
CHAPTER 11
Research to Practice
162
CHAPTER 12
Gender and Science Education
176
CHAPTER 13
Politics and Science Education
183
CHAPTER 14
Science Education, Technology and IT
191
CHAPTER 15
Conclusion: Language and Science Education
200
APPENDIX A
Respondents’ Own Significant Publications
211
APPENDIX B
Publications of Major Influence by Other Authors
224
Name Index
238
Subject Index
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