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A Vision for Science Education: Responding to the Work of Peter Fensham
reviewed by Valarie L. Akerson - 2004 Title: A Vision for Science Education: Responding to the Work of Peter Fensham
Author(s): Roger Cross (Editor) Publisher: Routledge/Falmer, New York ISBN: 041528872X, Pages: 218, Year: 2002 Search for book at Amazon.comTo view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- Equity for Culturally and Linguistically Diverse Students in Science Education: Recommendations for a Research Agenda
- Inventing Science Education for the New Millenium
- Standards for Science Education
- Philosophy of Science and the Teaching of "Scientific Thinking"
- Teaching Science for Social Justice
- Science Education for Everyday Life: Evidence-Based Practice
- Integrating Science and Literacy Instruction: A Framework for Bridging the Gap
- The Role of Communal Practices in the Generation of Capital and Emotional Energy among Urban African American Students in Science Classrooms
- Teaching Science in the 21st Century
- An Inconvenient Truth About Science Education
- Understanding Teacher Expertise in Primary Science: A Sociocultural Approach
- Supervision Across the Content Areas
- Designing Coherent Science Education: Implications for Curriculum, Instruction and Policy
- Creating Effective Undergraduate Research Programs In Science: The Transformation from Student to Scientist
- Teaching Children Science: Hands-On Nature Study in North America, 1890-1930
- Diversity and Equity in Science Education: Research, Policy, and Practice
- Innovating Science Teacher Education: A History and Philosophy of Science Perspective
- Making Science Homework Work: The Perspectives of Exemplary African American Science Teachers
- Teacher Change in Elementary Science Instruction With English Language Learners: Results of a Multiyear Professional Development Intervention Across Multiple Grades
- The Really Useful Elementary Science Book
- STEM the Tide: Reforming Science, Technology, Engineering, and Math Education in America
- Contemporary Science Teaching Approaches: Promoting Conceptual Understanding in Science
- Communication and Engagement with Science and Technology: Issues and Dilemmas
- International Handbook of Research on Environmental Education
- Science Education and Citizenship: Fairs, Clubs, and Talent Searches for American Youth, 1918-1958
- Does the Gender Gap in STEM Majors Vary by Field and Institutional Selectivity?
- Who Wants to Learn More Science? The Role of Elementary School Science Experiences and Science Self-Perceptions
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- Valarie Akerson
Indiana University
E-mail Author
VALARIE L. AKERSON is an assistant professor of Science Education at Indiana University. Her primary research interest is elementary teacher development, with an emphasis on improving teachers’ conceptions of nature of science, and helping elementary teachers use their strengths in literacy instruction to improve their science teaching. Her most recent publication is "Teaching elements of nature of science: A year long case study of a fourth grade teacher" in the Journal of Research in Science Teaching (with F. S. Abd-El-Khalick, in press).
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