Scientific Research in Education

The book also provides suggestions for how the federal government can best support high-quality scientific research in education.

Scientific Research in Education

Researchers, historians, and philosophers of science have debated the nature of scientific research in education for more than 100 years. Recent enthusiasm for "evidence-based" policy and practice in educationâ€"now codified in the federal law that authorizes the bulk of elementary and secondary education programsâ€"have brought a new sense of urgency to understanding the ways in which the basic tenets of science manifest in the study of teaching, learning, and schooling. Scientific Research in Education describes the similarities and differences between scientific inquiry in education and scientific inquiry in other fields and disciplines and provides a number of examples to illustrate these ideas. Its main argument is that all scientific endeavors share a common set of principles, and that each fieldâ€"including education researchâ€"develops a specialization that accounts for the particulars of what is being studied. The book also provides suggestions for how the federal government can best support high-quality scientific research in education.

Advancing Scientific Research in Education

Advancing Scientific Research in Education makes select recommendations for strengthening scientific education research and targets federal agencies, professional associations, and universitiesâ€"particularly schools of educationâ€"to ...

Advancing Scientific Research in Education

Transforming education into an evidence-based field depends in no small part on a strong base of scientific knowledge to inform educational policy and practice. Advancing Scientific Research in Education makes select recommendations for strengthening scientific education research and targets federal agencies, professional associations, and universitiesâ€"particularly schools of educationâ€"to take the lead in advancing the field.

Handbook of Research on Science Education

Providing guidance to science education faculty and graduate students and leading to new insights and directions for future research, the Handbook of Research on Science Education, Volume II is an essential resource for the entire science ...

Handbook of Research on Science Education

Building on the foundation set in Volume I—a landmark synthesis of research in the field—Volume II is a comprehensive, state-of-the-art new volume highlighting new and emerging research perspectives. The contributors, all experts in their research areas, represent the international and gender diversity in the science education research community. The volume is organized around six themes: theory and methods of science education research; science learning; culture, gender, and society and science learning; science teaching; curriculum and assessment in science; science teacher education. Each chapter presents an integrative review of the research on the topic it addresses—pulling together the existing research, working to understand the historical trends and patterns in that body of scholarship, describing how the issue is conceptualized within the literature, how methods and theories have shaped the outcomes of the research, and where the strengths, weaknesses, and gaps are in the literature. Providing guidance to science education faculty and graduate students and leading to new insights and directions for future research, the Handbook of Research on Science Education, Volume II is an essential resource for the entire science education community.

Effective Teaching of Science

This book reviews the literature on effective science teaching, examining research from the United Kingdom and other countries.

Effective Teaching of Science

This book reviews the literature on effective science teaching, examining research from the United Kingdom and other countries. The studies included were those that made comparisons between two or more groups differing in science education experiences; those that involved upper elementary or lower secondary students; those that made comparisons in terms of achievement in science or outcomes related to achievement; and those in which innovation was sustainable in normal classrooms. The book focuses on eight aspects of science education that might impact students' achievement but which have received less attention than other aspects (such as gender bias). The book features 10 chapters which include the eight topics: (1) "Introduction"; (2) "The Role of Practical Work"; (3) "Using Computers"; (4) "Approaches to Constructivism"; (5) "Cognitive Acceleration"; (6) "Assessment"; (7) "Planning, Questioning, and Using Language"; (8) "The Curriculum"; (9) "Teachers' Understanding of Science"; and (10) "Discussion." (Contains approximately 197 references.) (SM)

Handbook of Design Research Methods in Education

This Handbook presents the latest thinking and current examples of design research in education.

Handbook of Design Research Methods in Education

This Handbook presents the latest thinking and current examples of design research in education. Design-based research involves introducing innovations into real-world practices (as opposed to constrained laboratory contexts) and examining the impact of those designs on the learning process. Designed prototype applications (e.g., instructional methods, software or materials) and the research findings are then cycled back into the next iteration of the design innovation in order to build evidence of the particular theories being researched, and to positively impact practice and the diffusion of the innovation. The Handbook of Design Research Methods in Education-- the defining book for the field -- fills a need in how to conduct design research by those doing so right now. The chapters represent a broad array of interpretations and examples of how today’s design researchers conceptualize this emergent methodology across areas as diverse as educational leadership, diffusion of innovations, complexity theory, and curriculum research. This volume is designed as a guide for doctoral students, early career researchers and cross-over researchers from fields outside of education interested in supporting innovation in educational settings through conducting design research.

Learning Science in the Schools

This book will help educators develop the scientific literacy of students. It bridges the gap between cutting-edge research and classroom practice to provide educators with the knowledge they need to foster students' scientific literacy.

Learning Science in the Schools

Science -- and the technology derived from it -- is having a dramatic impact on the quality of our personal lives and the environment around us. Science will have an even greater impact on the lives of our students. The lives of scientifically literate students will be enriched by their understanding, appreciation, and enjoyment of the natural world. To prosper in the near future, all students must become scientifically literate and embrace the notion of life-long learning in science. Without scientific literacy, it will become impossible for students to make informed decisions about the interrelated educational, scientific, and social issues that will confront them in the future. Intended for science teachers, teacher educators, researchers, and administrators, this volume is concerned with the innovative research that is reforming how science is learned in schools. The chapters provide overviews of current research and illustrate how the findings of this research are being applied in schools. This research-based knowledge is essential for effective science instruction. The contributors are leading authorities in science education and their chapters draw clear connections among research, theory, and classroom practice. They provide excellent examples from science classes in which their research has reformed practice. This book will help educators develop the scientific literacy of students. It bridges the gap between cutting-edge research and classroom practice to provide educators with the knowledge they need to foster students' scientific literacy.

Handbook of Research on Science Teaching and Learning

Sponsored by the National Science Teachers Association, this handbook provides a uniquely comprehensive and current survey of the best reasearch in science eduction complied by the most renowned researchers.

Handbook of Research on Science Teaching and Learning

Sponsored by the National Science Teachers Association, this handbook provides a uniquely comprehensive and current survey of the best reasearch in science eduction complied by the most renowned researchers. More than summaries of findings, the content provides an assessment of the significance of research, evaluates new developments, and examines current conflicts, controversies, and issues in the major science disciplines: biology, chemistry, physics, and earth science.

Research in Education

Up - to - date knowledge about Skylab experiments is presented for the purpose
of informing high school teachers about scientific research performed in orbit and
enabling them to broaden their scope of material selection . The first volume is ...

Research in Education


The SAGE Handbook for Research in Education

Educational research is part of the social science research tradition, a tradition
that was influenced by research in the natural sciences. The natural sciences use
the scientific method to solve research problems or support a perspective.

The SAGE Handbook for Research in Education

Serlin stimulates and encourages students, faculty, and educational practitioners to place the pursuit of ideas at the epicenter of their research--from framing meaningful problems to identifying and addressing key challenges to the reporting and dissemination of their findings. As well as supporting readers to place the pursuit of ideas as the keystone of exemplary inquiry, the Handbook draws on the perspectives of scholars representing diverse fields within the field of education--from pre-kindergarten to elementary and secondary school to higher education--as well as qualitative, quantitative, and mixed-methods approaches to inquiry. --from publisher description.

Advances in Nature of Science Research

This book consolidates contemporary thinking and research efforts in teaching and learning about the nature of science in science education.

Advances in Nature of Science Research

This book consolidates contemporary thinking and research efforts in teaching and learning about the nature of science in science education. The term ‘Nature of Science’ (NoS) has appeared in the science education literature for many decades. While there is still a controversy among science educators about what constitutes NoS, educators are unanimous in acknowledging the importance of this topic as well as the need to make it explicit in teaching science. The general consensus is that the nature of science is an intricate and multifaceted theme that requires continued scholarship. Recent analysis of research trends in science education indicates that investigation of the nature of science continues to be one of the most prevalent topics in academic publications. Advances in Nature of Science Research explores teaching and assessing the nature of science as a means of addressing and solving problems in conceptual change, developing positive attitudes toward science, promoting thinking habits, advancing inquiry skills and preparing citizens literate in science and technology. The book brings together prominent scholars in the field to share their cutting-edge knowledge about the place of the nature of science in science teaching and learning contexts. The chapters explore theoretical frameworks, new directions and changing practices from intervention studies, discourse analyses, classroom-based investigations, anthropological observations, and design-based research.

Introduction to Research in Education

Scientific. Inquiry. Knowledge. is. power. INSTRUCTIONAL OBJECTIVES After
studying this chapter, the student will be able to: 1 List five major sources of
knowledge and comment on the ... 6 Define educational research and give
examples.

Introduction to Research in Education

Aclassicin the field, INTRODUCTION TO RESEARCH METHODS IN EDUCATION, 8th Edition, helps students master the basic competencies necessary to understand and evaluate the research of others, and shows them how to plan and conduct original research. The text’s strengths include a clear writing style, comprehensive topic coverage, well-chosen and effective examples that clarify complex concepts, and strong end-of-chapter exercises that expose students to intriguing research problems. This edition builds on the text’s strengths of teaching students to become more competent consumers and producers of research. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.

Quality Research in Literacy and Science Education

The computer and the mind: An introduction to cognitive science. Cambridge, MA
: Harvard University Press. Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed
methods research: A research paradigm whose time has come. Educational ...

Quality Research in Literacy and Science Education

Statistical models attempt to describe and quantify relationships between variables. In the models presented in this chapter, there is a response variable (sometimes called dependent variable) and at least one predictor variable (sometimes called independent or explanatory variable). When investigating a possible cause-and-effect type of relationship, the response variable is the putative effect and the predictors are the hypothesized causes. Typically, there is a main predictor variable of interest; other predictors in the model are called covariates. Unknown covariates or other independent variables not controlled in an experiment or analysis can affect the dependent or outcome variable and mislead the conclusions made from the inquiry (Bock, Velleman, & De Veaux, 2009). A p value (p) measures the statistical significance of the observed relationship; given the model, p is the probability that a relationship is seen by mere chance. The smaller the p value, the more confident we can be that the pattern seen in the data 2 is not random. In the type of models examined here, the R measures the prop- tion of the variation in the response variable that is explained by the predictors 2 specified in the model; if R is close to 1, then almost all the variation in the response variable has been explained. This measure is also known as the multiple correlation coefficient. Statistical studies can be grouped into two types: experimental and observational.

Reviews of National Policies for Education Bulgaria 2004 Science Research and Technology

The higher education institutions in the country traditionally focus their research
activities on basic studies. ... The supply of scientific journals and books for
university libraries has been highly restricted: the budget does not contain
specific ...

Reviews of National Policies for Education  Bulgaria 2004  Science  Research and Technology

This review presents an overview of the S&T sector in Bulgaria and its links to education. Topics covered include the legislative framework; institutional arrangements for research and teaching; budgeting mechanisms; regional and international ...

An Elusive Science

An Elusive Science explains why, providing a critical history of the traditions, conflicts, and institutions that have shaped the study of education over the past century. "[C]andid and incisive. . .

An Elusive Science

Since its beginnings at the start of the 20th century, educational scholarship has been a marginal field, criticized by public policy makers and relegated to the fringes of academe. An Elusive Science explains why, providing a critical history of the traditions, conflicts, and institutions that have shaped the study of education over the past century. "[C]andid and incisive. . . . A stark yet enlightening look at American education."—Library Journal "[A]n account of the search, over the past hundred or so years, to try and discover how educational research might provide reliable prescriptions for the improvement of education. Through extensive use of contemporary reference material, [Lagemann] shows that the search for ways of producing high-quality research has been, in effect, a search for secure disciplinary foundations."—Dylan William, Times Higher Education Supplement

Postpositivism and Educational Research

This volume presents in a forthright and lively way, an account of the philosophical position generally identified as Postpositivistic that undergirds much of mainstream research in education and the related social sciences.

Postpositivism and Educational Research

This volume presents in a forthright and lively way, an account of the philosophical position generally identified as Postpositivistic that undergirds much of mainstream research in education and the related social sciences. The discussion throughout is informed by recent developments in philosophy of science. This book argues that, while there is much to be learned from recent critiques regarding truth in research, traditional scientific values and assumptions are not outmoded. Visit our website for sample chapters!

Progressing Science Education

Exploring one of the central themes in science education theory, this volume examines how science education can be considered as a scientific activity within a broad post-positivist notion of science.

Progressing Science Education

Exploring one of the central themes in science education theory, this volume examines how science education can be considered as a scientific activity within a broad post-positivist notion of science. Many students find learning science extremely problematic, whatever level of education they have reached. At the end of the 1970s a new approach to tackling learning difficulties in science was developed, drawing on ideas from psychology and cognitive science, and centred on the way students build up new knowledge in reference to their existing ideas. ‘Constructivism’ became the dominant paradigm in science education research for two decades, spawning a vast body of literature reporting aspects of learners’ ideas in different science topics. However, Constructivism came under fire as it was recognised that the research did not offer immediate and simple prescriptions for effective science teaching. The whole approach was widely criticised, in particular by those who saw it as having ‘anti-science’ leanings. In this book, the notion of scientific research programmes is used to understand the development, limitations and potential of constructivism. It is shown that constructivist work in science education fits into a coherent programme exploring the contingencies of learning science. The author goes further to address criticisms of constructivism; evaluate progress in the field; and suggest directions for future research. It is concluded that constructivism has provided the foundations for a progressive research programme that continues to guide enquiry into learning and teaching science.

Methodology of Educational Research

Students And Research Scholars, The Main Topics Included In The Book Are Meaning, Concept And Significance Of Research In Education, Action Research, Research Process, Sampling, Methods Of Research, Tools Of Research, Construction And ...

Methodology of Educational Research

Research Deals With The Application Of The Scientific Method To Problem Solving. It Has Not Always Been Realized By Teachers And Teacher-Educators That Scientific Methodology Is Of Importance In Education. Most Probably This Neglect Of Scientific Methodology Has Occurred Because Research Has Been Considered Irrelevant To Educators, Which In Fact Is Altogether Untrue. On The Contrary, The Application Of Research Principles Can Make The Educators More Effective In Their Work Of Promoting Teaching-Learning. Accordingly, Educational Planning Has To Be Based On Sound Research Findings. The Researches Carried Out At Other Places May Also Help Us In Many Ways. We Need To Adopt An Indianised Approach To The Problems And Requirements Of Indian Education.The Present Book Is The Most Comprehensive, Well-Written Text On All Facets Of Research. Primarily Intended For M.Ed. And M.Phil. Students And Research Scholars, The Main Topics Included In The Book Are Meaning, Concept And Significance Of Research In Education, Action Research, Research Process, Sampling, Methods Of Research, Tools Of Research, Construction And Procedure Of Research Tools, And The Research Report. These Topics Throw Enough Light On The Importance Of Educational Research.It Is Hoped That The Book Will Prove Highly Useful To The Students, Teachers, Teacher-Educators And Research Scholars Of Education. It Is An Ideal Reference Source For All Those Who Need To Understand Educational Research In Depth And Who May Conduct Original Research For A Dissertation Or Thesis.

Improving Science Education

Produced to celebrate the work of the late Rosalind Driver, this study explores how and whether the research effort in science education has contributed to improvements in the practice of teaching science and the science curriculum in Great ...

Improving Science Education

Produced to celebrate the work of the late Rosalind Driver, this study explores how and whether the research effort in science education has contributed to improvements in the practice of teaching science and the science curriculum in Great Britain.

Science Evidence and Inference in Education

Report of a Workshop National Research Council, Division of Behavioral and
Social Sciences and Education, Center for Education, Committee on Scientific
Principles in Education Research Michael J. Feuer, Richard J. Shavelson, Lisa ...

Science  Evidence  and Inference in Education

Research on education has come into the political spotlight as the demand grows for reliable and credible information for the guidance of policy and practice in the education reform environment. Many debates among the education research community feature questions concerning the nature of evidence and these questions have also appeared in broader policy and practice arenas. Inquiry has generally, over the past years, created bodies of scientific knowledge that have profound implications for education. Dramatic advances in understanding how people learn, how young children acquire early reading skills, and how to design and evaluate educational and psychological measurements is a good example of this. However, the highly contextualized nature of education and the wide range of disciplinary perspectives that rely on it have made the identification of reducible, generalizable principles difficult and slow to achieve. Due to this, the U.S. Department of Education's National Educational Research Policy and Priorities Board (NERPPB) has asked the NRC to establish a study committee to consider the scientific underpinnings of research in education. The committee consists of members with expertise in statistics, psychology, sociology, anthropology, philosophy of science, history of education, economics, chemistry, biology, and education practice. The committee worked with the three questions in mind: What are the principles of scientific quality in education research?, How can research-based knowledge in education cumulate?, and How can a federal research agency promote and protect scientific quality in the education research it supports?. A workshop was held on March 7-8, 2001 that was organized into three main sessions: Supporting Scientific Quality at the Federal level, The Interface of Research and Practice in Education, and Evidence and Inference. Science, Evidence, and Inference in Education: Report of a Workshop summarizes this workshop through these three ideas. The report also includes what the committee plans to do next, the workshop agenda, and information on the workshop's participants and speakers.

A Companion to Research in Education

The Pennsylvania State University Press, University Park Howe RK (2005) The
education science question: a symposium. Educ Theory ... Educ Philos Theory 38
(4):561–576 National Research Council (2002) Scientific research in education.

A Companion to Research in Education

This volume offers a unique commentary on the diverse ways that educational inquiry is conceived, designed and critiqued. An international team of scholars examines cross-cutting themes of how research in education is conceptualised, characterised, contextualised, legitimated and represented. Contributions include specially commissioned essays, critical commentaries, vignettes, dialogues and cases. Each section discusses the significance of a complex terrain of ideas and critiques that can inform thinking and practice in educational research. The result is a thorough and accessible volume that offers fresh insights into the perspectives and challenges that shape diverse genres of research in education. ​