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"Pedagogical Content Knowledge (PCK) offers one way of capturing, articulating and portraying an aspect of the scholarship of teaching and, in this case, the scholarship of science teaching. In this book, the authors have found an interesting and engaging way of making science teachers' PCK concrete, useable, and meaningful for researchers and teachers alike. It offers a new and exciting way of understanding the importance of PCK in shaping and improving science teaching and learning."

"This book explores the nature of science from a cultural perspective. Located in the Chinese cultural context, the book examines the nexus between characteristics of Chinese thinking and the understanding of the nature of science in Chinese traditional culture. The dramatic cultural change as a result of the introduction of Western culture was accompanied by the dramatic reconstruction of the image of science. The Chinese science education echoes the understanding of the nature of science in each cultural historical period. Reflecting the tension and dilemmas of understanding the nature of science at the policy making level, the images of science held by Chinese science teachers represent a mixture of influences by values and beliefs that are embedded in the imported science and by Chinese native cultural beliefs. The book concludes with suggestions of change of practice in science education for a more realistic image of science not only within the field of education but also in society at large."

"This book contains a selection of papers from prominent professionals in science, health and environmental education, who reflect on science education, each from their specific point of view. The core idea is to present well-founded perspectives on how science education may benefit from challenges stemming from both health and environmental education. "

"This book explores how two primary school teachers, identified as effective practitioners, approached science teaching and learning over a unit of work. In recording the teaching and learning experiences in their classrooms, the author highlights how the two teachers adopted different approaches, drawing on their particular beliefs and knowledge, to support student learning in science in ways that were appropriate to their contexts as well as reflected their different experiences, strengths and backgrounds. Through sharing their stories, this book illustrates, that due to the complex nature of teaching and learning, there is no one way of defining effectiveness. In documenting this research, it is hoped that other teachers and teacher educators will be inspired to think about primary school science education in innovative ways."

"This book attempts to consolidate contemporary thinking and research on the role of scientific argumentation in education. Perspectives on scientific argumentation brings together prominent scholars in the field to share the sum of their knowledge about the place of scientific argumentation in teaching and learning. Chapters explore scientific argumentation as a means of addressing and solving problems in conceptual change, reasoning, knowledge-building and the promotion of scientific literacy. Others interrogate topics such as the importance of language, discursive practice, social interactions and culture in the classroom. The material in this book, which features intervention studies, discourse analyses, classroom-based experiments, anthropological observations, and design-based research, will inform theoretical frameworks and changing pedagogical practices as well as encourage new avenues of research."

"This collection offers a range of contributions to the topic that embody the reflections of science teacher educators who have applied self-study methodology to their own professional development. The material recognizes the paradox that lies between classroom science and the education of science teachers, the disciplines of science are often perceived as a quest for right answers, an unintentional by-product of the classroom focus on right answers in student assessment in science. In contrast, the profession of teaching has few right answers and frequently involves the management of conflicting tensions. A dilemma thus arises in science teacher education of how to shift perspectives among student teachers from reductionist to more inclusive attitudes that are open to the mercurial realities of teaching. "

"Hasil dari laporan studi kemampuan matematika Tahun 2003 yang dimuat dalam buletin Puspendik, Vol 2/No 11Juli 2005. Disebutkan hampir disemua negara, siswa laki-laki menunjukkan prestasi literasi matematika lebih baik daripada siswa perempuan.Berdasarkan dari laporan tersebut sangat menarik untuk diteliti kebiasan butir-butir Tes Matematika Trends in International Mathematics and Sciens Study (TIMSS 2003). Studi kebiasan dari segi gender dilakukan pada 12 buku tes mata pelajaran matematika dengan bentuk soal pilihan ganda. Untuk mendeteksi kebiasan menggunakan metode Delta Plot, metode Manthel Haenzel, dan metode Rasch Model.Pengolahan data menggunakan program Excel dan program QUEST. Deteksi kebiasan dengan metode Delta Plot, butir-butir soal yang digambarkan sebagai titik-titik pads sumbu XY. Apabila terdapat titik-titk yang memiliki jarak terjauh terhadap garis regresi, maka titik-titik tersebut dicurigai terdeteksi DIF.Mendeteksi DIF dengan Metode Manthel-HaenszeI tingkat signifikansi yang digunakan adalah a = 1 %, df = 1 sehingga nilai kritis x2 0,01;1= 6,635. Nilai kritis itu dibandingkan dengan nilai MH,2, apabila pada suatu butir soal diperoleh MHx2 > x20,01;1 atau MHx > 6,635 maka butir soal tersebut terdeteksi DIF, dan apabila pada suatu butir soal diperoleh MHz2 < 72 0,01;1 atau MHx2 < 6,635 maka butir soal tersebut tidak terdeteksi DIF. Jadi untuk menentukan suatu butir soal terdeteksi atau tidak terdeteksi DIF, nilai MHx2 pada butir soal tersebut dibandingkan dengan nilai x2 0,01;1.Dapat juga dilakukan untuk mendeteksi jenis DIF pada Metode Manthel Haenszel ini menggunakan nilai MH Alpha (aMH), apabila pada suatu butir soal diperoleh aMH > 1 maka butir soal tersebut terdeteksi DIF yang menguntungkan kelompok acuan. Dan sebaliknya apabila pada suatu butir soal diperoleh ccMH < -1 maka butir soal tersebut terdeteksi DIF yang menguntungkan kelompok focus.Metode Rasch Model menggunakan Kriteria untuk menentukan butir soal terindikasi DIF ditinjau dari tingkat kesukaran soal, tingkat kesukaran soal kelompok laki-laki (di ), tingkat kesukaran soal kelompok perempuan (d2) dari dua kelompok peserta tes, apabila d1 - d2 ≥ 0,50 atau dl - d2 < -0,50 dan Xhitung > X2 tabel atau X2hitung > 6,635 untuk α = 0,01 dengan df = 1.Hasil analisis dari ketiga metode yang digunakan diperoleh metode yang paling sensitif mendeteksi DIF yaitu, pertama Metode Delta Plot, kedua Metode Rasch Model, dan ketiga Metode Manthel HaenzelHasil alisis butir-butir soal yang terdeteksi DIF sekaligus oleh ketiga metode tersebut yaitu dari Buku 01 sebanyak 2 soal, Buku 04 sebanyak 1 soal, dari Buku 05 sebanyak 1 soal, dari Buku 06 sebanyak 2 soal, dan dari Buku II sebanyak 1 soal.Butir-butir soal yang terdeteksi DIF sekaligus oleh ketiga metode, maka soal-soal tersebut dicurigai sangat potensial mengandung DIF."