Science education research and practice in Europe [electronic resource] : retrospective and prospective / edited by Doris Jorde, Justin Dillon.

Science Education Research and Practice in Europe ACKNOWLEDGEMENTS CONTENTS 1. SCIENCE EDUCATION RESEARCH AND PRACTICEIN EUROPE: RETROSPECTIVE AND PROSPECTIVE INTRODUCTION WHAT COUNTS AS EUROPE? A RETROSPECTIVE LOOK AT SCIENCE EDUCATION IN EUROPE England: An Example of the Development of Science Education in Europe RESEARCH IN SCIENCE EDUCATION IN EUROPE POLICY TEXTS AND THE NATURE OF SCIENCE EDUCATION SCIENCE EDUCATION RESEARCH AND DEVELOPMENT IN THE EU REFERENCES AFFILIATIONS 2. THE MODEL OF EDUCATIONAL RECONSTRUCTION -- A FRAMEWORK FOR IMPROVING TEACHING AND LEARNING SCIENCE. OVERVIEWON THE INTERRDISCIPLINARRY NATURE OFF SCIENCE EDDUCATION TRADITIONS OF SCIENCE EDUCATION RESEARCH THE GERMAN TRADITION OF BILDUNG AND DIDAKTIK THE MODEL OF EDUCATIONAL RECONSTRUCTION Introductory Remarks Epistemological Orientation Overview of the Model Component (1): Clarification and Analysis of Science Content Component (2): Research on Teaching and Learning Component (3): Design and Evaluation of Teaching and Learning Environments The Recursive Process of Educational Reconstruction The Model of Educational Reconstruction and Other Models of Instructional Design. CONCLUSIONS -- ON THE ROLE OF THE MODEL OF EDUCATIONALThe Model of Educational Reconstruction as a Framework for Science Education Research Conceptual Reconstruction The Model of Educational Reconstruction as a Model for Teacher Professional Development The Model of Educational Reconstruction for Teacher Education CODA NOTES REFERENCES AFFILIATIONS 3. TRANSCENDING SCIENCE: SCIENTIFIC LITERACY AND BILDUNG FOR THE 21ST CENTURY OVERVIEW INTRODUCTION Bildung Vision 1 and Vision 2 Transcending Science THE DIMENSION OF NORMATIVITY Moral/ethical Political Norms Aesthetics. TransformationTEACHING AND LEARNING SCIENCE AS ACTION Situating Science in an Activity The Quest for Relevant Activities A Pragmatist Interpretation Developing Science Activities LANGUAGE AND SCIENCE EDUCATIO Modes of Communication Language Dimensions CONCLUDING REMARKS ACKNOWLEDGEMENTS REFERENCES 4. HOW RESEARCH ON STUDENTS' PROCESSES OF CONCEPT FORMATION CAN INFORM CURRICULUM DEVELOPMENT ABSTRACT INTRODUCTION A BRIEF CRITICAL DISCUSSION OF RESEARCH ON CONCEPTUAL CHANGE Theoretical Descriptions of Concepts and Conceptual Change Concepts Conceptual Change. Empirical Approaches towards Investigating Conceptual ChangeCONCLUSIONS SAMPLE, PROCEDURES, AND METHODS Procedures and Samples Methods EMPIRICAL RESULTS ON STUDENTS' PROCESSES OF CONCEPT FORMATIO Conceptual Qualities From Conceptual Qualities to the Learning of Concepts Phenomenon-Based and Model-Based Concepts PHYSICS INSTRUCTION Misconceptions and Demanding Science Concepts Misconceptions as a Result of Generalization Over Classes of (Everyday) Phenomena Misconceptions as a result of missing conceptions Why some science concepts are demanding Designing Instruction SUMMARY.

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, Arab States, and Sub-Saharan Africa. The focus of this Handbook is on science education in Europe. In producing this volume the editors have invited a range of authors to describe their research in the context of developments in the continent and further afield. In reading this book you are invited to consider the historical, social and political contexts that have driven developments in science education research over the years. A unique feature of science education in Europe is the impact of the European Union on research and development over many years. A growing number of multi-national projects have contributed to the establishment of a community of researchers increasingly accepting of methodological diversity. That is not to say that Europe is moving towards homogeneity, as this volume clearly shows.

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