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The mission of the book series, Research in Science Education, is to provide a comprehensive view of current and emerging knowledge, research strategies, and policy in specific professional fields of science education. This series would present currently unavailable, or difficult to gather, materials from a variety of viewpoints and sources in a usable and organized format. Each volume in the series would present a juried, scholarly, and accessible review of research, theory, and/or policy in a specific field of science education, K-16. Topics covered in each volume would be determined by present issues and trends, as well as generative themes related to current research and theory. Published volumes will include empirical studies, policy analysis, literature reviews, and positing of theoretical and conceptual bases.
Chapter 1. Introduction and Overview: Improving Undergraduate Science Teaching Through Educational Research.
Part I. Lessons From Research On Reform In Undergraduate Science
Chapter 2. Science Education Reform And Higher Education: A Historical Perspective.
Chapter 3. Reform in Undergraduate Science Classrooms.
Chapter 4. Science Education Reform: Factors Affecting Science and Science Education Faculty Collaborations.
Chapter 5. The Importance of Prior Knowledge in College Science Instruction.
Chapter 6. Innovative Pedagogy for Meaningful Learning in Undergraduate Science.
Chapter 7. Interdisciplinary Curriculum Planning in a College Course.
Chapter 8. Assessment in College Science Courses.
Chapter 9. Teaching for Diversity in Undergraduate Science.
Chapter 10. Integrating Information Technology into Undergraduate Science.
Chapter 11. Teaching Undergraduate Science Online.
Chapter 12. Professional Development of University Science Faculty Through Action Research.
Chapter 13. A Case Study of a National Undergraduate Science Reform Effort.
Part II. Perspectives on Reform in Undergraduate Science
Chapter 14. A Large University Perspective on Reform in Teaching Undergraduate Science: A Geologist's Personal Practice Theories and Pedagogical Change.
Chapter 15. A Small Four-Year College Perspective on Reform in Teaching Undergraduate Science.
Chapter 16. A Two-Year College Perspective on Linking Policy and Research to Support Science Education Professional Practice.
Chapter 17. A Science Education Research Organization's Perspective on Reform in Teaching Undergraduate Science.
Chapter 18. A Science Research Organization Perspective on Reform in Teaching Undergraduate Science.
Chapter 19. Scientists' Perspective on Reform in Teaching Undergraduate Science: Serving Preservice Science Teachers in the Context of a Heterogeneous Student Population.
Chapter 20. A University Student's Perspective on Reform in Teaching Undergraduate Science.
Chapter 21. A University Science Education Researcher's Perspective on Reform in Teaching Undergraduate Science.
Part III. Innovative Models for Reform in Undergraduate Science
Chapter 22. A Model for Reform in Teaching in the Biological Sciences: Changing the Culture of an Introductory Biology Course.
Chapter 23. A Model for Reform in Teaching in the Biological Sciences: Infrastructure for Inquiry in an Introductory Biology Laboratory.
Chapter 24. A Model for Reform in Teaching Chemistry: With a Focus on Please Recommend Our Books and Journals to Your Library! Prospective Elementary Teachers.
Chapter 25. A Model for Reform in Teaching Physics: Large Enrollment Physics Classes.
Chapter 26. A Model for Reform in Teaching Geological Laboratory Science.
Chapter 27. A Model for Reform in Teaching Integrated Science: Promoting Scientific Literacy Among Undergraduate Non-Science Majors.
Chapter 28. A Model for Reform in Teaching in Engineering and Technology: Creating Links Among Disciplines for Increased Scientific Literacy.
Chapter 29. A Model for Reform in Teaching in Engineering and Technology: With a Focus on Prospective Elementary Teachers.
Chapter 30. A Model for Reform in Teaching in Engineering and Technology: Artificial Intelligence Systems in Science.