题目

作者

单位

Editorial: Disciplinary and interdisciplinary science education research (DISER)

Xiufeng Liu

Lei Wang

University at Buffalo, Buffalo, USA.

Beijing Normal University, Beijing, China.

Physics education research for 21st century learning

Lei Bao

Kathleen Koenig

The Ohio State University, Columbus, OH 43210, USA.

University of Cincinnati, Cincinnati, OH 45221, USA.

The future challenge of Earth science education research

Nir Orion

Science Teaching Department, Weizmann Institute of Science, 1 Herzl St., 76100 Rehovot, Israel

Learning progressions: framing and designing coherent sequences for STEM education

Richard A. Duschl

Caruth Institute of Engineering Education, Southern Methodist University, PO Box 750278, Dallas, TX 75275, USA

Progressing chemistry education research as a disciplinary field

Keith S. Taber

Science Education Centre, Faculty of Education, University of Cambridge, 184 Hills Road, Cambridge, England CB2 8PQ, UK

Teaching and learning nature of scientific knowledge: Is it Déjà vu all over again?

Norman G. Lederman

Judith S. Lederman

Illinois Institute of Technology, 3424 S. State St., Suite 4007, Chicago, IL 60616, USA

Promoting deep learning through project-based learning: a design problem

Emily C. Miller

Joseph S. Krajcik

a Senior Researcher Consultant at Create for STEM, co-Principal Investigator on Multiple Literacies for Project-based Learning and ABD candidate in UW Madison.

the Principal Investigator on Multiple Literacies for Project-based Learning, the Lappan-Philips Professor of Science Education and Director of CREATE 4 STEM at Michigan State University.

Argumentation and interdisciplinarity: reflections from the Oxford Argumentation in Religion and Science Project

Sibel Erduran

Liam Guilfoyle

Wonyong Park

Jessica Chan

Nigel Fancourt

Department of Education, University of Oxford, 15 Norham Gardens, Oxford OX2 6PY, UK

Science | Environment | Health – the emergence of a new pedagogy of complex living systems

Albert Zeyer

Justin Dillon

University of Teacher Education Lucerne, Pfistergasse 20, Postfach 7660, CH-6000 Luzern 7, Switzerland

Reimagining public science education: the role of lifelong free-choice learning

John H. Falk

Lynn D. Dierking

Institute for Learning Innovation, Oregon State University, 8100 NW Ridgewood Drive, Corvallis, OR 97330, USA

New directions in socioscientific issues research

Dana L. Zeidler

Benjamin C. Herman

Troy D. Sadler

Department of Teacher Education, College of Education, University of South Florida, Tampa, Florida, USA.

Department of Teaching, Learning and Culture, College of Education and Human Development, Department of Biology, College of Science, Texas A & M University, College Station, Texas, USA.

School of Education, University of North Carolina-Chapel Hill, Chapel Hill, North Carolina, USA.

Modeling competence in science education

Mei-Hung Chiu

Jing-Wen Lin

Graduate Institute of Science Education, National Taiwan Normal University, 88 Sec 4, Ting-Chou Road, Taipei, Taiwan.

Department of Science Education, National Taipei University of Education, No.134, Sec. 2, Heping E. Rd., Da-an District, Taipei City 106, Taiwan.

Integrating engineering in K-12 science education: spelling out the pedagogical, epistemological, and methodological arguments

Senay Purzer

Jenny Patricia Quintana-Cifuentes

School of Engineering Education, Purdue University, 516 Northwestern Ave. Wang Hall 3500, West Lafayette, IN 47906, USA