Handbook of Research on Science Education

This state-of-the art research handbook provides a comprehensive, coherent, current synthesis of the empirical and theoretical research concerning teaching and learning in science and lays down a foundation upon which future research can be built. Structured to highlight recent trends in the field, the volume is organized around five themes: *Science Learning; *Culture, Gender, and Society and Science Learning; *Science Teaching; *Curriculum and Assessment in Science; and *Science Teacher Education The contributors, all leading experts in their research areas, represent the international and gender diversity that exists in the science education research community. Each chapter presents an integrative review of the research on the topic it addressespulling 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. Chapters conclude with implications for practice and proposed agendas for future research. As a whole, theHandbook of Research on Science Educationdemonstrates that science education is alive and well and illustrates its vitality. It is an essential resource for the entire science education community, including veteran and emerging researchers, university faculty, graduate students, practitioners in the schools, and science education professionals outside of universities.

Sandra K. Abell is Professor of Science Education and Director of the Science Education Center at the University of Missouri-Columbia. A former elementary school science teacher, Abell has conducted numerous teaching and research projects in elementary and middle level science classrooms in collaboration with classroom teachers. Her research, focused on science teacher learning, has been published in journals such as Science Education, Journal of Research in Science Teaching, Journal of Science Teacher Education, and the International Journal of Science Education. She is a past president of the National Association for Research in Science Teaching (NARST). 
Dr. Norman G. Lederman is Chair and Professor of Mathematics and Science Education at the Illinois Institute of Technology. Dr. Lederman received his Ph.D. in Science Education, and he possesses master's degrees in both Biology and Secondary Education. Prior to his 20 + years in science teacher education, Dr. Lederman was a high school teacher of biology and chemistry for 10 years.
 
He received the Illinois Outstanding Biology Teacher Award (1979), the Burlington Resources Foundation Faculty Achievement Award for Excellence in Teaching and Research (1992), and the AETS Outstanding Mentor Award (2000). Dr. Lederman is internationally known for his research and scholarship on the development of students' and teachers' conceptions of the nature of science and scientific inquiry. He has been author or editor of 10 books, written 15 book chapters, published over 170 articles in professional journals, and made over 500 presentations at professional conferences around the world.
 
Dr. Lederman is a former President of the National Association for Research in Science Teaching (NARST) and the Association for the Education of Teachers in Science (AETS). He has also served as Director of Teacher Education for the National Science Teachers Association (NSTA), and has served on the Board of Directors of NSTA, AETS, NARST, and the School Science and Mathematics Association.