The World of Science Education

Handbook of Research in North America

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Each volume in the 7-volume series The World of Science Education reviews research in a key region of the world. These regions include North America, South and Latin America, Asia, Australia and New Zealand, Europe and Israel, North Africa and the Middle East, and Sub-Saharan Africa.
The focus of this Handbook is on North American (Canada, US) science education and the scholarship that most closely supports this program. The reviews of the research situate what has been accomplished within a given field in North American rather an than international context. The purpose therefore is to articulate and exhibit regional networks and trends that produced specific forms of science education. The thrust lies in identifying the roots of research programs and sketching trajectories—focusing the changing façade of problems and solutions within regional contexts. The approach allows readers review what has been done and accomplished, what is missing, and what might be done next.

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Quantitative Methods in Science Education
Exponential Development of Statistical Insight
Pages: 85–97
Modeling Student Development in Science Education
An Introduction to Growth Modeling
Pages: 99–115
Beyond Method
Taming the Qualitative-Quantitative Dichotomy
Pages: 117–134
Technology to Support Science Education
From Tool to Learning Design
Pages: 157–177
Learning for Life
The Role of Free-Choice Learning in Science Education
Pages: 179–205
Research on Inscriptions
Visual Literacy, Authentic Science Practices, and Multimodality
Pages: 307–324
Low Status and Positionality of African Americans
A Critique of Science Education Reform and Research
Pages: 331–351
We are More Different than Alike
Latinos/Latinas-Hispanics
Pages: 353–368
Diversity and Equity in Science Education for Asians in North America
Unpacking the Model Minority Myth
Pages: 369–388
The Power of the Earth is a Circle
Indigenous Science Education in North America
Pages: 389–407
Feminisms and a World Not Yet
Science with and for Social Justice
Pages: 409–425
Evolution of an Urban Research Program
The Philadelphia Project
Pages: 473–489
Teaching for Social Justice in Urban Science Education
Margins, Centers, and Questions of Fit
Pages: 491–511
Cogenerative Dialogues
The Creation of Interstitial Culture in the New York Metropolis
Pages: 513–527
As if Local People and Places Mattered
A Relational, Ecological, and Pragmatist Framework to Guide Projects of Rural Science Education
Pages: 529–542
Exploring Science Teacher Education
Research in the Community
Pages: 547–565
Engaging Preservice Secondary Science Teachers with Inquiry Activities
Insights into Difficulties Promoting Inquiry in High School Classrooms
Pages: 587–609
Index
Pages: 677–691
Educational Researchers and their students
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