This volume investigates the current state of research in science education to establish a comprehensive framework for understanding how science is learned, taught, and assessed. Editors Sandra K. Abell and Norman G. Lederman, both established scholars in the field, synthesize contributions from a wide range of experts to provide a rigorous overview of the discipline. The text serves as a scholarly resource for researchers, policy makers, and educators seeking to ground their practice in empirical evidence and pedagogical theory.

Experts identify this work as a foundational text for graduate students and researchers in the field of science education. Readers frequently note the academic density of the prose and the breadth of the literature reviews provided in each chapter.