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Bridging Research and Practice in Science Education

Selected Papers from the ESERA 2017 Conference

  • Eilish McLoughlin
  • Odilla E. Finlayson
  • Sibel Erduran
  • Peter E. Childs
Book

Part of the Contributions from Science Education Research book series (CFSE, volume 6)

Table of contents

  1. Front Matter
    Pages i-xxxv
  2. Innovative Approaches to School Science

  3. Emerging Identities in Science Education

    1. Front Matter
      Pages 105-105
    2. Anssi Salonen, Anu Hartikainen-Ahia, Tuula Keinonen, Inês Direito, John Connolly, Annette Scheersoi et al.
      Pages 123-138
    3. Albert Zeyer, Nuria Álvaro, Julia Arnold, J. Christian Benninghaus, Helen Hasslöf, Kerstin Kremer et al.
      Pages 153-170
    4. Larry Bencze, Lyn Carter, Audrey Groleau, Mirjan Krstovic, Ralph Levinson, Jenny Martin et al.
      Pages 171-188
    5. Judith S. Lederman, Norman G. Lederman, Selina L. Bartels, Juan P. Jimanez
      Pages 189-201
  4. Learning Progressions and Competences

    1. Front Matter
      Pages 203-203
    2. John Airey, Josefine Grundström Lindqvist, Rebecca Lippmann Kung
      Pages 225-239
    3. Annette Upmeier zu Belzen, Alicia C. Alonzo, Moritz Krell, Dirk Krüger
      Pages 257-271
    4. Anni Loukomies, Kalle Juuti, Jari Lavonen, Katariina Salmela-Aro
      Pages 285-299
  5. Enhancing Science Teacher Education

About this book

Introduction

This edited volume presents innovative current research in the field of Science Education. The chapter’s deal with a wide variety of topics and research approaches, conducted in a range of contexts and settings. Together they make a strong contribution to knowledge on science teaching and learning. The book consists of selected presentations from the 12th European Science Education Research Association (ESERA) Conference, held in Dublin, Ireland from 21st to 25th August, 2017. The ESERA community is made up of professionals with diverse disciplinary backgrounds from natural sciences to social sciences. This diversity enables a rich understanding of cognitive and affective aspects of science teaching and learning. The studies in this book will stimulate discussion and interest in finding new ways of implementing and researching science education for the future. The twenty-two chapters in this book are presented in four parts highlighting innovative approaches to school science, emerging identities in science education, approaches to developing learning and competence progressions, and ways of enhancing science teacher education. This collection of studies showcases current research orientations in science education and is of interest to science teachers, teacher educators and science education researchers around the world with a commitment to bridging research and practice in science teaching and learning.

Keywords

science education teacher education science identity learning progressions Emerging identities in science Education ESERA 2017 Conference Innovative approaches to school science Science teacher education science education research politics in education ministries energy teaching Physics education motivation in science classroom working life skills computing learner trajectories understanding scientific inquiry understanding a physics equation supporting formative assessment science workshop Scientific Inquiry

Editors and affiliations

  • Eilish McLoughlin
    • 1
  • Odilla E. Finlayson
    • 2
  • Sibel Erduran
    • 3
  • Peter E. Childs
    • 4
  1. 1.CASTeL, School of Physical SciencesDublin City UniversityDublinIreland
  2. 2.CASTeL, School of Chemical SciencesDublin City UniversityDublinIreland
  3. 3.Department of EducationUniversity of OxfordOxfordUK
  4. 4.EPI-STEM, University of LimerickLimerickIreland

Bibliographic information

  • DOI https://doi.org/10.1007/978-3-030-17219-0
  • Copyright Information Springer Nature Switzerland AG 2019
  • Publisher Name Springer, Cham
  • eBook Packages Education Education (R0)
  • Print ISBN 978-3-030-17218-3
  • Online ISBN 978-3-030-17219-0
  • Series Print ISSN 2213-3623
  • Series Online ISSN 2213-3631
  • Buy this book on publisher's site