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Encyclopedia of Science Education

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Cover of 'Encyclopedia of Science Education'

Table of Contents

  1. Altmetric Badge
    Book Overview
  2. Altmetric Badge
    Chapter 1 Accommodation in Assessment
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    Chapter 2 Achievement Levels
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    Chapter 3 Adaptive Assessment
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    Chapter 4 Alignment
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    Chapter 5 Designing and Assessing Scientific Modeling Tasks
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    Chapter 6 Assessing Students at the Margins
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    Chapter 7 Assessment of Doing Science
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    Chapter 8 Assessment of Knowing Engineering and Technology and Doing Engineering and Technology: Overview
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    Chapter 9 Assessment of Knowing and Doing Science
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    Chapter 10 Knowledge About and Understanding of Science, Assessment of
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    Chapter 12 Nature of Science, Assessing of
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    Chapter 14 Engineering, Assessing Understanding of
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    Chapter 15 Engineering Design, Assessing Practices of
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    Chapter 16 Cross-Disciplinary Concepts and Principles in Science, Assessing Understanding of
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    Chapter 17 Assessment: An Overview
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    Chapter 18 Assessment Framework
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    Chapter 19 Engineering and Technology: Assessing Understanding of Similarities and Differences Between Them
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    Chapter 21 Attitudes Toward Science, Assessment of
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    Chapter 22 Assessment Specifications
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    Chapter 26 Facts, Concepts, Principles, and Theories in Science, Assessment of: An Overview
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    Chapter 29 Authentic Assessment
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    Chapter 32 Field-Based Data Collection
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    Chapter 33 Digital Resources for Science Education
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    Chapter 36 E-Learning
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    Chapter 37 Games for Learning
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    Chapter 38 Handheld Devices
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    Chapter 39 Immersive Environments
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    Chapter 40 Cognitive Demand
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    Chapter 41 Cognitive Labs
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    Chapter 42 Coherence
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    Chapter 43 Communicating Science, Classroom Assessment of the Ability to
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    Chapter 44 Computer-Based Assessment
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    Chapter 45 Cut Scores
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    Chapter 46 Embedded Assessment
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    Chapter 47 Evaluation
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    Chapter 48 Designing and Assessing Scientific Explanation Tasks
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    Chapter 49 Formative Assessment
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    Chapter 50 Computers as Learning Partners: Knowledge Integration
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    Chapter 51 Interactive White Boards
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    Chapter 53 Online media
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    Chapter 54 Knowledge-Building Communities
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    Chapter 55 Microworlds
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    Chapter 56 Modeling Environments
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    Chapter 57 Mindtools (Productivity and Learning)
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    Chapter 59 Multimedia Videos and Podcasting
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    Chapter 61 High Stakes Testing
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    Chapter 62 Inquire, Assessment of the Ability to
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    Chapter 63 History of Science, Assessing Knowledge of
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    Chapter 66 Large-Scale Assessment
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    Chapter 67 National Assessment of Educational Progress (NAEP)
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    Chapter 68 Online Inquiry Environments
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    Chapter 71 Argumentation Environments
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    Chapter 74 Learning Progressions, Assessment of
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    Chapter 78 Opportunity to Learn
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    Chapter 84 Activity Theory and Science Learning
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    Chapter 85 Affect in Learning Science
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    Chapter 86 Alternative Conceptions and Intuitive Rules
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    Chapter 87 Alternative Conceptions and P-Prims
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    Chapter 88 Alternative Conceptions/Frameworks/Misconceptions
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    Chapter 89 Analogies, Role in Science Learning
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    Chapter 90 Attitudes to Science and to Learning Science
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    Chapter 91 Ausubelian Theory of Learning
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    Chapter 92 Bildung
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    Chapter 93 Didactical Contract and the Teaching and Learning of Science
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    Chapter 95 Cognitive Preferences
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    Chapter 97 Communities of Practice
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    Chapter 98 Concept Maps
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    Chapter 99 Conceptual Change in Learning
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    Chapter 102 Constructivism
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    Chapter 103 Cooperative Learning
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    Chapter 106 Dialogic Teaching and Learning
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    Chapter 107 Discourse in Science Learning
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    Chapter 108 Discovery Learning
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    Chapter 109 Discussion and Science Learning
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    Chapter 112 Heterogeneity of Thinking and Speaking
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    Chapter 113 Information Processing and the Learning of Science
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    Chapter 114 Interests in Science
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    Chapter 116 Language and Learning Science
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    Chapter 118 Futures Thinking in Science Education
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    Chapter 119 Learning Demand
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    Chapter 120 Learning Progressions
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    Chapter 121 Meaningful Learning
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    Chapter 122 Memory and Science Learning
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    Chapter 123 Metaphors for Learning
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    Chapter 124 Multimodal Representations and Science Learning
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    Chapter 125 Multiple Intelligences
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    Chapter 126 Neuroscience and Learning
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    Chapter 127 Piagetian Theory
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    Chapter 144 Authentic Science
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    Chapter 145 Context-Led Science Projects
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    Chapter 146 Curriculum
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    Chapter 147 Curriculum and Values
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    Chapter 148 Curriculum Development
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    Chapter 149 Curriculum Emphasis
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    Chapter 150 Curriculum Evaluation
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    Chapter 151 Curriculum Movements in Science Education
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    Chapter 154 Curriculum Structure
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    Chapter 155 Developmental Research
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    Chapter 156 Didaktik
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    Chapter 157 Model of Educational Reconstruction
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    Chapter 158 Evidence-Based Practice in Science Education
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    Chapter 161 Industry Visits
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    Chapter 162 History of Science in the Curriculum
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    Chapter 164 Integrated Science
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    Chapter 165 Learning Cycle
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    Chapter 168 Primary/Elementary School Science Curriculum
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    Chapter 183 Analogies, Metaphors, and Models
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    Chapter 184 Analogies in Science
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    Chapter 185 Analogies: Uses in Teaching
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    Chapter 186 Classroom Learning Environments
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    Chapter 187 Classroom Organization
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    Chapter 188 Culturally-Relevant Pedagogy
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    Chapter 189 Dilemmas of Science Teaching
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    Chapter 190 Inquiry, As a Curriculum Strand
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    Chapter 191 Inquiry as a Teaching Strategy
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    Chapter 192 Inquiry, Learning Through
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    Chapter 193 Integrated Curricula
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    Chapter 194 Laboratories, Teaching in
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    Chapter 196 Laboratory Reports
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    Chapter 197 Laboratory Work, Forms of
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    Chapter 198 Laboratory Work: Learning and Assessment
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    Chapter 200 Learning Environment Instruments
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    Chapter 203 Pedagogical Content Knowledge
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    Chapter 204 Pedagogical Knowledge
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    Chapter 213 Biology Teacher Education
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    Chapter 214 Chemistry Teacher Education
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    Chapter 215 Curriculum in Play-Based Contexts
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    Chapter 216 Curriculum in Teacher Education
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    Chapter 217 Early Childhood Science Teacher Education
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    Chapter 218 Environmental Teacher Education
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    Chapter 219 General Science Teacher Education
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    Chapter 220 ICT in Play-Based Contexts
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    Chapter 221 Identity of Teacher Educators
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    Chapter 222 Indigenous and Minority Teacher Education
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    Chapter 223 In-Service Teacher Education
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    Chapter 224 Language in Teacher Education
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    Chapter 226 Learning in Play-Based Environments
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    Chapter 227 Modeling Teaching
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    Chapter 228 Pedagogical Content Knowledge in Teacher Education
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    Chapter 229 Pedagogy of Teacher Education
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    Chapter 231 Physics Teacher Education
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    Chapter 236 Biology, Philosophy of
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    Chapter 237 Chemistry, Philosophy of
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    Chapter 239 Context of Discovery and Context of Justification
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    Chapter 242 Discovery Science
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    Chapter 243 Earth Science, Philosophy of
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    Chapter 244 Empiricism
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    Chapter 245 Epistemic Goals
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    Chapter 256 Epistemology
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    Chapter 258 Feminism and Science Education
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    Chapter 259 History of Science
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    Chapter 260 Hypothetico-deductive Method
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    Chapter 263 Mechanisms
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    Chapter 264 Mindfulness and Science Education
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    Chapter 265 Models
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    Chapter 270 NOS: Cultural Perspectives
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    Chapter 271 NOS, Measurement of
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    Chapter 272 Observation
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    Chapter 273 Paradigm
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    Chapter 286 Argumentation
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    Chapter 287 Aquaria
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    Chapter 288 Botanic Gardens
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    Chapter 289 Broadcast Media
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    Chapter 290 Café Scientifique
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    Chapter 291 Citizen Science
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    Chapter 292 Excursions
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    Chapter 293 Explainer
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    Chapter 294 Hobbies
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    Chapter 295 Kansatsu
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    Chapter 296 Interactive Exhibits
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    Chapter 297 Ecojustice Pedagogy
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    Chapter 298 Interpretive Centers
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    Chapter 299 Learning Science in Informal Contexts
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    Chapter 300 Lifelong Learning
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    Chapter 301 Museums
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    Chapter 302 Out-of-School Science
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    Chapter 303 Planetaria
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    Chapter 307 Cultural Influences on Science Education
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    Chapter 308 Gender
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    Chapter 309 Indigenous Knowledge
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    Chapter 310 Pacific Island Ancestry
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    Chapter 311 Multiculturalism
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    Chapter 322 Interactive Science Centers
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    Chapter 330 Science for Girls
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    Chapter 339 Critical Issues-Based Exhibitions
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    Chapter 343 Metacognition and Science Learning
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    Chapter 344 Constructivism: Critiques
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    Chapter 345 Companion Meanings
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    Chapter 346 Immersive Exhibitions
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    Chapter 347 Emotion and the Teaching and Learning of Science
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    Chapter 348 Acculturation
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    Chapter 349 Achievement Differences and Gender
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    Chapter 350 Alienation
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    Chapter 351 Attitude Differences and Gender
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    Chapter 352 Attitudes, Gender-Related
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    Chapter 353 Beliefs
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    Chapter 354 Borders/Border Crossing
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    Chapter 355 Careers and Gender
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    Chapter 356 Cultural Change
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    Chapter 357 Cultural Imperialism
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    Chapter 359 Cultural Values and Science Education
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    Chapter 360 Culture and Science Learning
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    Chapter 361 Engagement with Science
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    Chapter 362 Ethnoscience
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    Chapter 363 Gender-Inclusive Practices
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    Chapter 364 Humanist Perspectives on Science Education
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    Chapter 365 Identity
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    Chapter 366 Indigenous Students
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    Chapter 367 Indigenous Technology
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    Chapter 368 Interventions, Gender-Related
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    Chapter 369 Learning of Science
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    Chapter 370 Indigenous Medicinal Knowledge
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    Chapter 371 Morals and Science Education
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    Chapter 372 Action and Science Learning
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    Chapter 373 Participation, Gender-Related
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    Chapter 374 Pluralism
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    Chapter 375 Postcolonialism in Science Education
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    Chapter 376 Postmodernism in Science Education
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    Chapter 377 Blogs for Learning
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    Chapter 387 Evaluation of Textbooks: Approaches and Consequences
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    Chapter 388 Environmental Education and Science Education
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    Chapter 389 Health Education and Science Education
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    Chapter 391 Gifted Education in Science
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    Chapter 398 Asian Ancestry
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    Chapter 399 Black or African Ancestry
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    Chapter 400 Latino Ancestry
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    Chapter 401 Practicum/School Experience/Fieldwork
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    Chapter 404 Didactical Situation
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    Chapter 405 Explaining as a Teaching Strategy
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    Chapter 406 Milieu
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    Chapter 407 Indigenous Knowledge Systems and the Nature of Science
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    Chapter 408 Code-Switching in the teaching and learning of science
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    Chapter 409 Concept Mapping
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    Chapter 412 Lesson Study Research and Practice in Science Classrooms
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    Chapter 413 Agency and Knowledge
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    Chapter 424 Family Learning
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    Chapter 425 Access of Historically Excluded Groups to Tertiary STEM Education
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    Chapter 426 Motivation and the Learning of Science
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    Chapter 429 Practical Work
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    Chapter 430 Competence in Science
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    Chapter 442 Cognitive Acceleration
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    Chapter 448 Developmental Perspectives on Learning
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    Chapter 456 Experiments
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    Chapter 465 Imagination and Learning Science
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    Chapter 490 Evidence-Informed Practice in Science Education
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    Chapter 512 Longitudinal Studies in Science Education
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    Chapter 516 Assessment to Inform Science Education
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    Chapter 518 Dewey and the Learning of Science
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    Chapter 519 Instructionally Sensitive Assessments (Close, Proximal, Distal Assessments)
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    Chapter 522 Assessment: PISA Science
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    Chapter 524 Communicating Science, Classroom Assessment of the Ability to
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    Chapter 525 Communicating Science, Large-Scale Assessment of the Ability to
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    Chapter 526 Internet Resources: Designing and Critiquing Materials for Scientific Inquiry
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    Chapter 532 Poststructuralism and Science Education
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    Chapter 533 Causal Reasoning
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    Chapter 534 After School Science
Overall attention for this book and its chapters
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Mentioned by

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1 blog
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1 Facebook page
wikipedia
1 Wikipedia page

Citations

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Title
Encyclopedia of Science Education
Published by
Springer Netherlands, January 2014
DOI 10.1007/978-94-007-6165-0
ISBNs
978-9-40-076165-0
Editors

Richard Gunstone

X Demographics

X Demographics

The data shown below were collected from the profiles of 15 X users who shared this research output. Click here to find out more about how the information was compiled.
Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 278 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
United States 4 1%
Brazil 1 <1%
Malaysia 1 <1%
Spain 1 <1%
Canada 1 <1%
Unknown 270 97%

Demographic breakdown

Readers by professional status Count As %
Student > Master 47 17%
Student > Ph. D. Student 46 17%
Researcher 25 9%
Student > Doctoral Student 25 9%
Student > Bachelor 18 6%
Other 48 17%
Unknown 69 25%
Readers by discipline Count As %
Social Sciences 72 26%
Physics and Astronomy 15 5%
Computer Science 14 5%
Arts and Humanities 13 5%
Psychology 11 4%
Other 72 26%
Unknown 81 29%