This book presents a collection of educational research and developmental efforts on the rapidly emerging use of infrared cameras and thermal imaging in science education. It provides an overview of infrared cameras in science education to date, and of the physics and technology of infrared imaging and thermography. It discusses different areas of application of infrared cameras in physics, chemistry and biology education, as well as empirical research on students’ interaction with the technology. It ends with conclusions drawn from the contributions as a whole and a formulation of forward-looking comments.

This new up-to-date edition of the successful handbook and ready reference retains the proven concept of the first, covering basic and advanced methods and applications in infrared imaging from two leading expert authors in the field. All chapters have been completely revised and expanded and a new chapter has been added to reflect recent developments in the field and report on the progress made within the last decade. In addition there is now an even stronger focus on real-life examples, with 20% more case studies taken from science and industry. For ease of comprehension the text is backed by more than 590 images which include graphic visualizations and more than 300 infrared thermography figures. The latter include many new ones depicting, for example, spectacular views of phenomena in nature, sports, and daily life.

Science Learning and Instruction describes advances in understanding the nature of science learning and their implications for the design of science instruction. The authors show how design patterns, design principles, and professional development opportunities coalesce to create and sustain effective instruction in each primary scientific domain: earth science, life science, and physical science. Calling for more in depth and less fleeting coverage of science topics in order to accomplish knowledge integration, the book highlights the importance of designing the instructional materials, the examples that are introduced in each scientific domain, and the professional development that accompanies these materials. It argues that unless all these efforts are made simultaneously, educators cannot hope to improve science learning outcomes. The book also addresses how many policies, including curriculum, standards, guidelines, and standardized tests, work against the goal of integrative understanding, and discusses opportunities to rethink science education policies based on research findings from instruction that emphasizes such understanding.

This book is a guide for the constantly growing community of the users of medical thermal imaging. It describes where and how an infrared equipment can be used in a strictly standardised way and how one can ultimately comprehensively report the findings. Due to their insight into the complex mechanisms behind the distribution of surface temperature, future users of medical thermal imaging should be able to provide careful, and cautious, interpretations of infrared thermograms, thus avoiding the pitfalls of the past. The authors are well-known pioneers of the technique of infrared imaging in medicine who have combined strict standard-based evaluation of medical thermal images with their expertise in clinical medicine and related fields of health management.

Gathering contributions from leading scholars around the world, this handbook offers a comprehensive resource on the most recent advances in research surrounding the theories, methodologies, and applications of science learning progressions. Researchers and educators have used learning progressions to guide the design and alignment of curriculum, instruction, and assessment, and to help students learn scientific knowledge and practices in a coherent and connected way across multiple years. This handbook lays out the development and current state of research in this field across four sections: learning progression theories and methodologies; learning progressions to promote student learning; teachers’ learning and use of learning progressions; and new technology in learning progression research. Featuring internationally-recognized experts in learning progression research as well as up-and-coming voices, the Handbook of Research on Science Learning Progressions offers a defining new resource for researchers, teachers and teacher educators, and curriculum and assessment developers in science education.

This edited volume presents innovative current research in the field of Science Education. The chapter’s deal with a wide variety of topics and research approaches, conducted in a range of contexts and settings. Together they make a strong contribution to knowledge on science teaching and learning. The book consists of selected presentations from the 12th European Science Education Research Association (ESERA) Conference, held in Dublin, Ireland from 21st to 25th August, 2017. The ESERA community is made up of professionals with diverse disciplinary backgrounds from natural sciences to social sciences. This diversity enables a rich understanding of cognitive and affective aspects of science teaching and learning. The studies in this book will stimulate discussion and interest in finding new ways of implementing and researching science education for the future. The twenty-two chapters in this book are presented in four parts highlighting innovative approaches to school science, emerging identities in science education, approaches to developing learning and competence progressions, and ways of enhancing science teacher education. This collection of studies showcases current research orientations in science education and is of interest to science teachers, teacher educators and science education researchers around the world with a commitment to bridging research and practice in science teaching and learning.

A comprehensive manual exploring radiometry methodologies and principles used with satellite-, radiometer- and thermal-camera data, for academic researchers and graduate students.