Abstract
Science educational research began with the realization that many students were failing science courses not because they lacked the ability to understand the courses but because the courses were not meeting their needs. After discussing the beginnings of science educational research, we look at research questions. No book can hope to cover all of science educational research. This book attempts to explore some major questions relating to basic issues that impede student learning.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Arons, A. (1998). Research in physics education: The early years’. In Physics education research conference, 1998 Proceedings. (p. 3) http://physics.unl.edu/~rpeg/perc98/.
Clement, J., & Rea-Ramirez, M. (2008). Model based learning and instruction in science. New York: Springer.
di Sessa, A. (1983). Phenomenology and the evolution of intuition. In I. D. Gentner & A. Stevens (Eds.), Mental models (pp. 15–34). Hillsdale: Erlbaum.
Felder, R. M., & Hadgraft, R. G. (2013). Educational practice and educational research in engineering: Partners, antagonists, or ships passing in the night? Journal of Engineering Education, 102(3), 339–345.
Festinger, L. (1962). Cognitive dissonance. Scientific American, 207, 93–102.
Feyerabend, P. K. (1993). Against method (3rd ed.). New York: Verso. Note that all information referred to in this book is also found in the first edition published in 1975.
Gadamer, H. G. (2004/1960). Truth and method (trans: Barden, G., & Cumming, J.). New York: Crossroads. (Original work published 1960).
Kalman, C. S., Kaufman, D., & Smith, R. (1974). Introductory CAI dialogue in differential calculus for freshman physics. American Journal of Physics, 42, 392–395.
Kaufman, D., Robitaille, D., & Kalman, C. S. (1975). A study of computer-assisted instructural strategies and learner characteristics. Refereed paper presented at AERA meeting (March 30–April 3, 1975), Washington, DC.
McKinnon, J. W., & Renner, J. W. (1971). Are colleges concerned with intellectual development. American Journal of Physics, 39, 1047–1052.
Ohlsson, S. (2011). Deep learning: How the mind overrides experience. New York: Cambridge University Press.
Posner, G., Strike, K., Hewson, P., & Gertzog, W. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66, 211–227.
Redish, E. F. (2003). Teaching physics: With the physics suit. New York: Wiley.
Singer, S., & Smith, K. A. (2013). Discipline-based education research: Understanding and improving learning in undergraduate science and engineering. Journal of Engineering Education, 102(4), 468–471. http://dx.doi.org/10.1002/jee.20030.
Wandersee, J., Mintzes, J., & Novak, J. (1994). Research on alternative student conceptions in science. In D. Gabel (Ed.), Handbook of research on science learning and learning. New York: Wiley.
Author information
Authors and Affiliations
Rights and permissions
Copyright information
© 2018 Springer International Publishing AG
About this chapter
Cite this chapter
Kalman, C.S. (2018). Introduction. In: Successful Science and Engineering Teaching. Innovation and Change in Professional Education, vol 16. Springer, Cham. https://doi.org/10.1007/978-3-319-66140-7_1
Download citation
DOI: https://doi.org/10.1007/978-3-319-66140-7_1
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-66139-1
Online ISBN: 978-3-319-66140-7
eBook Packages: EducationEducation (R0)