Titlebook: Defining an Identity; The Evolution of Sci Peter J. Fensham Book 20041st edition Springer Science+Business Media Dordrecht 2004 education.s

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Defining an Identity978-94-010-0175-5Series ISSN 1878-0482 Series E-ISSN 1878-0784

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https://doi.org/10.1007/978-1-349-13586-8ut science education has been done in the last forty years and is now in accessible literature, and so much more is in process, that it is an appropriate and interesting way to consider what has been achieved.

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https://doi.org/10.1007/978-1-4757-2085-3e. This chapter is essentially about research that does meet that criterion. More particularly, much of what is discussed not only requires a knowledge of the science in the research, but also the capacity to critically evaluate that scientific knowledge from an educational perspective.

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The Dictionary of Drugs: Chemical Dataorder to enhance the predictability of their theoretical models. In education strong connections are often made between science and mathematics. It is thus surprising that so little attention has been given by science education researchers to the mathematical aspects of science teaching and learning.

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Asking Questions,The stage is now set to begin to consider the respondents’ . publications as evidence for science education as a distinctive field of research, when the intra-research criteria that were established in Chapter 1 are considered.

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Research to Practice,To a large extent attention in Chapters 6–10 has centred on the contributions individual researchers see their studies and personal publications making to the research area as a whole. In this chapter, the focus moves to the contribution of these research studies to the practices of science education.