The Encyclopedia of Science Education provides a comprehensive international reference work covering the range of methodologies, perspectives, foci, and cultures of this field of inquiry, and to do so via contributions from leading researchers from around the globe. Because of the frequent ways in which scholarship in science education has led to developments in other curriculum areas, the encyclopedia has significance beyond the field of science education.

Table of Contents

• Preface
• Editorial Board
• Advisory Board
• List of Contributors
• A
• Access of Historically Excluded Groups to Tertiary STEM Education
• Accommodation in Assessment
• Acculturation
• Achievement Differences and Gender
• Achievement Levels
• Action and Science Learning
• Activity Theory and Science Learning
• Adaptive Assessment
• Advance Organizer
• Affect in Learning Science
• After School Science
• Agency and Knowledge
• Alienation
• Alignment
• Alternative Conceptions and Intuitions
• Alternative Conceptions and Intuitive Rules
• Alternative Conceptions and P-Prims
• Alternative Conceptions/Frameworks/Misconceptions
• Analogies in Science
• Analogies, Metaphors, and Models
• Analogies, Role in Science Learning
• Analogies: Uses in Teaching
• Aquaria
• Argumentation
• Argumentation Environments
• Asian Ancestry
• Assessed Curriculum
• Assessing Science Communication: An Overview of the Literature
• Assessing Students at the Margins
• Assessment Framework
• Assessment of Doing Science
• Assessment of Knowing and Doing Science
• Assessment of Knowing Engineering and Technology and Doing Engineering and Technology: Overview
• Assessment Specifications
• Assessment to Inform Science Education
• Assessment: An Overview
• Assessment: PISA Science
• Assimilation
• Attained Curriculum
• Attitude Differences and Gender
• Attitudes to Science and to Learning Science
• Attitudes Toward Science, Assessment of
• Attitudes, Gender-Related
• Ausubelian Theory of Learning
• Authentic Assessment
• Authentic Science
• B
• Beliefs
• Bildung
• Biology Teacher Education
• Biology, Philosophy of
• Black or African Ancestry
• Blogs
• Blogs for Learning
• Borders/Border Crossing
• Botanic Gardens
• Broadcast Media
• C
• Café Scientifique
• Careers and Gender
• Causal Reasoning
• Chemistry
• Chemistry Teacher Education
• Chemistry, Philosophy of
• China (PRC)
• Citizen Science
• Classroom Learning Environments
• Classroom Organization
• Code-Switching in the Teaching and Learning of Science
• Cognitive Abilities
• Cognitive Acceleration
• Cognitive Demand
• Cognitive Labs
• Cognitive Preferences
• Coherence
• Collaborative Learning in Science
• Communicating Science, Classroom Assessment of the Ability to
• Communicating Science, Large-Scale Assessment of the Ability to
• Communities of Practice
• Companion Meanings
• Competence in Science
• Computer-Based Assessment
• Computers as Learning Partners: Knowledge Integration
• Concept Mapping
• Concept Maps: An Ausubelian Perspective
• Conceptual Change in Learning
• Conceptual Profile
• Concrete and Formal Reasoning
• Constructivism
• Constructivism: Critiques
• Context of Discovery and Context of Justification
• Context-Led Science Projects
• Contrat Didactique
• Cooperative Learning
• Critical Issues-Based Exhibitions
• Cross-Disciplinary Concepts and Principles in Science, Assessing Understanding of
• Cultural Change
• Cultural Imperialism
• Cultural Influences on Science Education
• Cultural Values and Science Education
• Culturally-Relevant Pedagogy
• Culture and Science Learning
• Curriculum
• Curriculum and Values
• Curriculum Development
• Curriculum Emphasis
• Curriculum Evaluation
• Curriculum in Play-Based Contexts
• Curriculum in Teacher Education
• Curriculum Movements in Science Education
• Curriculum Organisation
• Curriculum Projects
• Curriculum Structure
• Cut Scores
• D
• Designed-Based Research
• Designing and Assessing Scientific Explanation Tasks
• Designing and Assessing Scientific Modeling Tasks
• Developmental Perspectives on Learning
• Developmental Research
• Dewey and the Learning of Science
• Dialogic Teaching and Learning
• Didactic
• Didactic Transposition
• Didactical Contract and the Teaching and Learning of Science
• Didactical Situation
• Didaktik
• Digital Resources for Science Education
• Dilemmas of Science Teaching
• Discourse in Science Learning
• Discovery Learning
• Discovery Science
• Discussion and Science Learning
• E
• Early Childhood Science Teacher Education
• Earth Science, Philosophy of
• Ecojustice Pedagogy
• E-Learning
• Embedded Assessment
• Emotion and the Teaching and Learning of Science
• Empirical Research
• Empiricism
• Enculturation
• Engagement with Science
• Engineering and Technology: Assessing Understanding of Similarities and Differences Between Them
• Engineering Design, Assessing Practices of
• Engineering, Assessing Understanding of
• Environmental Education and Science Education
• Environmental Teacher Education
• Epistemic Goals
• Epistemology
• Equilibration and Disequilibration
• Ethnoscience
• Evaluation
• Evaluation of Textbooks: Approaches and Consequences
• Evidence-Based Practice in Science Education
• Evidence-Informed Practice in Science Education
• Excursions
• Experiments
• Explainer
• Explaining as a Teaching Strategy
• F
• Facts, Concepts, Principles, and Theories in Science, Assessment of: An Overview
• Family Learning
• Feminism and Science Education
• Field-Based Data Collection
• Five Es
• Formative Assessment
• Futures Thinking in Science Education
• G
• Games for Learning
• Gender
• Gender-Inclusive Practices
• General Science Teacher Education
• Gifted Education in Science
• H
• Handheld Devices
• Health Education and Science Education
• Heterogeneity of Thinking and Speaking
• Hidden Curriculum
• High Stakes Testing
• History of Science
• History of Science in the Curriculum
• History of Science, Assessing Knowledge of
• Hobbies
• Humanist Perspectives on Science Education
• Hypothetico-deductive Method
• I
• ICT in Play-Based Contexts
• Identity
• Identity of Teacher Educators
• Imagination and Learning Science
• Immersive Environments
• Immersive Exhibitions
• Implemented Curriculum
• Indigenous and Minority Teacher Education
• Indigenous Knowledge
• Indigenous Knowledge Systems and the Nature of Science
• Indigenous Medicinal Knowledge
• Indigenous Students
• Indigenous Technology
• Industry Visits
• Information Processing and the Learning of Science
• Inquiry, Assessment of the Ability to
• Inquiry as a Teaching Strategy
• Inquiry, As a Curriculum Strand
• Inquiry, Learning Through
• In-Service Teacher Education
• Instructionally Sensitive Assessments (Close, Proximal, Distal Assessments)
• Integrated Curricula
• Integrated Science
• Intended Curriculum
• Interactive Exhibits
• Interactive Science Centers
• Interactive White Boards
• Interests in Science
• Internalization
• Internet Resources: Designing and Critiquing Materials for Scientific Inquiry
• Interpretive Centers
• Interventions, Gender-Related
• Investigation, Assessment of the Ability to
• Iran
• J
• Japan, Science Education in
• K
• Kansatsu
• Knowledge About and Understanding of Science, Assessment of
• Knowledge, Acquisition of
• Knowledge-Building Communities
• L
• Laboratories, Teaching in
• Laboratory Reports
• Laboratory Work, Forms of
• Laboratory Work: Learning and Assessment
• Language and Learning
• Language and Learning Science
• Language in Teacher Education
• Large-Scale Assessment
• Latino Ancestry
• Learning Cycle
• Learning Demand
• Learning Environment Instruments
• Learning in Play-Based Environments
• Learning of Science – A Socio-Cultural Perspective
• Learning Progressions
• Learning Progressions, Assessment of
• Learning Science in Informal Contexts
• Learning Theories and Models
• Legitimate Peripheral Participation
• Lesson Study Research and Practice in Science Classrooms
• Lifelong Learning
• Longitudinal Studies in Science Education
• M
• Meaningful Learning
• Mechanisms
• Mediation of Learning
• Memory and Science Learning
• Metacognition and Science Learning
• Metaphors for Learning
• Microworlds
• Milieu
• Mindfulness and Science Education
• Mindtools (Productivity and Learning)
• Model of Educational Reconstruction
• Modeling Environments
• Modeling Teaching
• Models
• Morals and Science Education
• Motivation and the Learning of Science
• Multiculturalism
• Multimedia Videos and Podcasting
• Multimodal Representations and Science Learning
• Multiple Intelligences
• Museums
• N
• National Assessment of Educational Progress (NAEP)
• Nature of Science
• Nature of Science, Assessing of
• Neuroscience and Learning
• NOS, Measurement of
• NOS: Cultural Perspectives
• O
• Observation
• Online Inquiry Environments
• Online Media
• Opportunity to Learn
• Out-of-School Science
• P
• Pacific Island Ancestry
• Paradigm
• Participation, Gender-Related
• Pedagogical Content Knowledge
• Pedagogical Content Knowledge in Teacher Education
• Pedagogical Knowledge
• Pedagogy of Teacher Education
• Physics Teacher Education
• Piagetian Theory
• Planetaria
• Pluralism
• Postcolonialism in Science Education
• Postmodernism in Science Education
• Poststructuralism and Science Education
• Practical Work
• Practicum/School Experience/Fieldwork
• Primary/Elementary School Science Curriculum
• Primary/Elementary School Science Curriculum Projects
• Primary/Elementary Science Teacher Education
• Print Media
• Prior Knowledge
• Problem Solving in Science Learning
• Problem Solving in Science, Assessment of the Ability to
• Problem-Based Learning (PBL)
• Process Science
• Proficiency Levels
• Program
• Program Evaluation
• Programme for International Student Assessment (PISA)
• Progression
• Project for Enhancing Effective Learning (PEEL)
• Project-Based Learning
• Public Communication of Science and Technology
• Public Engagement in Science
• Public Science Literacy Measures
• Public Understanding of Science
• Public Understanding of Science, Assessment of
• Q
• Questioning for Teaching and Learning in Science
• R
• Radio
• Reading and Science Learning
• Relevance
• Religious Education and Science Education
• Reporting Results of Large-Scale Assessments
• Representation
• Representations and Learning in Science
• Representations in Science
• Research Informed Practice in Science Education
• Retention of Minorities in Science
• Rika
• Role-Plays and Drama in Science Learning
• S
• Scaffolding Learning
• Scale Scores
• School Environments
• School-Community Projects/Programs
• Schooling of Science
• Science and Mathematics Teacher Education
• Science and Society in Teacher Education
• Science and Technology
• Science Books
• Science Circus
• Science Communication
• Science Community Outreach
• Science Curricula and Indigenous Knowledge
• Science Departments
• Science Education in Iran
• Science Education in Mainland China
• Science Education in the Non-West
• Science Exhibits
• Science Fairs
• Science Festivals
• Science Fiction
• Science for All
• Science for Citizenship
• Science for Girls
• Science Kits
• Science Museum Outreach
• Science Olympiad
• Science Studies
• Science Teacher Education
• Science Teacher Education in Mainland China
• Science Teachers’ Professional Knowledge
• Science Teaching and Learning Project (STaL)
• Science Theater/Drama
• Science Tourism
• Science, Technology and Society (STS)
• Science, Technology, and Engineering Interrelationships: Assessment of the Understanding of
• Science, Technology, Engineering, and Maths (STEM)
• Scientific Language
• Scientific Literacy
• Scientific Literacy: Its Relationship to “Literacy”
• Scientific Values
• Scientific Visualizations
• Scientist-School Interactions
• Secondary Science Teacher Education
• Self-Efficacy in Learning Science
• Self-Study of Teacher Education Practices (S-STEP)
• Semiotic Modes and Science Learning
• Sex Education and Science Education
• Simulation Environments
• Single-Sex Classes in Science
• Situated Learning
• Slowmation
• Social Epistemology of Science
• Social Networking
• Social Studies Education and Science Education
• Socio-Cultural Perspectives and Characteristics
• Sociocultural Perspectives and Gender
• Socio-Cultural Perspectives on Learning Science
• Sociology of Science
• Socioscientific Issues
• Student Peer Assessment
• Student Self-Assessment
• Student Teacher as Researcher
• Student Teachers’ Needs and Concerns
• Summative Assessment
• Sustainability and Science Education
• T
• Talk and Science Learning
• Tangible and Embodied Interactions for Learning
• Teacher Contextual Knowledge
• Teacher Craft Knowledge
• Teacher Educator as Learner
• Teacher Preparation and Indigenous Students
• Teacher Professional Development
• Teacher Research
• Teacher Supply and Retention
• Teachers’ Understanding of Assessment
• Teaching and Learning Sequences
• Teaching and Sociocultural Perspectives
• Teaching for Conceptual Change
• Teaching in Play-Based Contexts
• Teaching Science Out-of-Field
• Team Teaching
• Technology Education and Science Education
• Technology for Informal and Out-of-School Learning of Science
• Technology for Science Education: History
• Technology for Science Education: Research
• Technology, Assessing Understanding of
• Television
• Test
• Textbooks: Impact on Curriculum
• Theories of Science, Assessing Understanding of
• Third International Mathematics and Science Study (TIMSS)
• Transformative Science Education
• Transposition Didactique
• U
• Validity and Reliability of Science Assessments
• Values
• Values and Indigenous Knowledge
• Values and Learning Science
• Values and Western Science Knowledge
• Values in Science
• Visitor Studies
• Visitors, Research on
• Visualization and the Learning of Science
• V
• Web 2.0 Resources for Science Education
• Wikis
• Worldview
• Writing and Science Learning
• W
• Zone of Proximal Development
• Zoological Gardens