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Table of Contents
Chapter 1. Beauty and pleasure of understanding- Words of Introduction (IgalGalili)
Part I: Meeting societal challenges
Chapter 2. The white noise of climate change (Andri SnærMagnason)
Chapter 3. Prediction and adaption in Science Environment Health contexts (Albert Zeyer, Nuria Álvaro, Julia Arnold, Deidre Bauer, IztokDevetak, Sonja PosegaDevetak, Valentín Gavidia, Kerstin Kremer, Olga Mayoral,TinaVeselTajňsek, and AllaKeselman)
Chapter 4. Inquiry Based Learning and Responsible Research and Innovation: examples of interdisciplinary approaches at different schooling levels (Claudio Fazio, Amélia Branco, MojcǎCepǐc, CláudiaFaria, Odilla E. Finlayson, CecíliaGalvão, Luís F. Goulão, Eilish McLoughlin, JernejaPavlin, DagmaraSokolowska, Wanda Viegas, Marisa Michelini)
Chapter 5. International perspectives on science education research in multicultural and multilingual contexts (MarionaEspinet, Sonya N. Martin, Alberto J. Rodríguez, SaoumaBouJaoude, Audrey Msimanga)
Chapter 6. Policy and pedagogy: International reform and design challenges for science and stem education (Richard A. Duschl, Doris Jorde, Eilish McLoughlin, Jonathan Osborne)
Chapter 7. PISA 2015: What can science education learn from the data? (Jonathan Osborne, Cory Forbes, Knut Neumann, Anja Schiepe-Tiska, Mylène Duclos, Florence Le Hebel, Andrée Tiberghien, Pascale Montpied, Valérie Fontanieu, Sara Dozier, Davide Azzolini, Nicola Bazoli, Loris Vergolini)
Chapter 8. Network analysis of changes to an integrated science course curriculum over time (Jesper Bruun, Ida Viola Kalmark Andersen, Linda Udby)
Part II: Expanding the evidence base
Chapter 9. Developmental patterns of students' understanding of core concepts in secondary school chemistry (Sascha Bernholt, Lars Höft)
Chapter 10. Learning evolution- A longterm case-study with a focus on variation and change (Martin Scheuch, Jaqueline Scheibstock, Heidemarie Amon, Gerald Fuchs, Christine Heidinger)
Chapter 11. What is city air made of? An analysis of pupils' conceptions of clean and polluted air (Èlia Tena, Digna Couso)
Chapter 12. Undergraduates' grasp of evidence for evaluating scientific knowledge claims associated with Socioscientific Issues (Won Jung Kim, Alicia Alonzo)
Chapter 13. Psychological patterns in chemistry self-concept: Relations with gender and culture (Lilith Rüschenpöhler; SilvijaMarkic)
Chapter 14. Undergraduate science majors' identity work in the context of a science outreach program: Understanding the role of science capital (Alexandre Cavalcante, Allison J. Gonsalves)
Chapter 15. Pre-Service teachers' psychological distance towards environmental and health Socio-scientific Issues (Alexander Georg Büssing, Jacqueline Dupont, Susanne Menzel)
Chapter 16. Self-efficacy of in-service secondary school teachers in relation to education for sustainable development: Preliminary findings (Athanasios Mogias, George Malandrakis, Penelope Papadopoulou, Costas Gavrilakis)
Part III: Developing innovative theoretical perspectives and methodologies
Chapter 17. Where are we? Syntheses and Synergies in Science education research and practices (Bruce Sherin)
Chapter 18. Processes of Building Theories of Learning: Three Contrasting Cases (Andrea A. diSessa, Mariana Levin)
Chapter 19. Understanding the role of image schemas in science concept learning: can educational neuroscience help? (Tamer G. Amin)
Chapter 20. Emotional engagement in the application of experimental activities withyoung childrens (Kellys Saucedo, MaurícioPietrocola)
Chapter 21. Crossing boundaries- Examining and problematizing interdisciplinarity in science education (ShulamitKapon, Sibel Erduran)
Part IV: Designing research-based instruction
Chapter 22. Augmented reality in lower secondary science teaching: teachers and students as producers (Birgitte Lund Nielsen, Harald Brandt)
Chapter 23. Visualisation and spatial thinking in primary students' understandings of astronomy (Russell Tytler, Peta White, Joanne Mulligan)
Chapter 24. Discipline-based educational research to improve active learning at university (Daniele Buongiorno, Robert Harry Evans, SergejFaletǐc, JenaroGuisasola, Paula Heron, Marisa Michelini, GorazdPlaniňsǐc, Paulo Sarriugarte, Alberto Stefanel, Kristina Zuza)
Chapter 25. Instructional activities predicting epistemic emotions in finnish upper secondary school science lessons: combining experience sampling and video observations (Elisa Vilhunen, XinTang, KalleJuuti, JariLavonen, KatariinaSalmela-Aro).
Part I: Meeting societal challenges
Chapter 2. The white noise of climate change (Andri SnærMagnason)
Chapter 3. Prediction and adaption in Science Environment Health contexts (Albert Zeyer, Nuria Álvaro, Julia Arnold, Deidre Bauer, IztokDevetak, Sonja PosegaDevetak, Valentín Gavidia, Kerstin Kremer, Olga Mayoral,TinaVeselTajňsek, and AllaKeselman)
Chapter 4. Inquiry Based Learning and Responsible Research and Innovation: examples of interdisciplinary approaches at different schooling levels (Claudio Fazio, Amélia Branco, MojcǎCepǐc, CláudiaFaria, Odilla E. Finlayson, CecíliaGalvão, Luís F. Goulão, Eilish McLoughlin, JernejaPavlin, DagmaraSokolowska, Wanda Viegas, Marisa Michelini)
Chapter 5. International perspectives on science education research in multicultural and multilingual contexts (MarionaEspinet, Sonya N. Martin, Alberto J. Rodríguez, SaoumaBouJaoude, Audrey Msimanga)
Chapter 6. Policy and pedagogy: International reform and design challenges for science and stem education (Richard A. Duschl, Doris Jorde, Eilish McLoughlin, Jonathan Osborne)
Chapter 7. PISA 2015: What can science education learn from the data? (Jonathan Osborne, Cory Forbes, Knut Neumann, Anja Schiepe-Tiska, Mylène Duclos, Florence Le Hebel, Andrée Tiberghien, Pascale Montpied, Valérie Fontanieu, Sara Dozier, Davide Azzolini, Nicola Bazoli, Loris Vergolini)
Chapter 8. Network analysis of changes to an integrated science course curriculum over time (Jesper Bruun, Ida Viola Kalmark Andersen, Linda Udby)
Part II: Expanding the evidence base
Chapter 9. Developmental patterns of students' understanding of core concepts in secondary school chemistry (Sascha Bernholt, Lars Höft)
Chapter 10. Learning evolution- A longterm case-study with a focus on variation and change (Martin Scheuch, Jaqueline Scheibstock, Heidemarie Amon, Gerald Fuchs, Christine Heidinger)
Chapter 11. What is city air made of? An analysis of pupils' conceptions of clean and polluted air (Èlia Tena, Digna Couso)
Chapter 12. Undergraduates' grasp of evidence for evaluating scientific knowledge claims associated with Socioscientific Issues (Won Jung Kim, Alicia Alonzo)
Chapter 13. Psychological patterns in chemistry self-concept: Relations with gender and culture (Lilith Rüschenpöhler; SilvijaMarkic)
Chapter 14. Undergraduate science majors' identity work in the context of a science outreach program: Understanding the role of science capital (Alexandre Cavalcante, Allison J. Gonsalves)
Chapter 15. Pre-Service teachers' psychological distance towards environmental and health Socio-scientific Issues (Alexander Georg Büssing, Jacqueline Dupont, Susanne Menzel)
Chapter 16. Self-efficacy of in-service secondary school teachers in relation to education for sustainable development: Preliminary findings (Athanasios Mogias, George Malandrakis, Penelope Papadopoulou, Costas Gavrilakis)
Part III: Developing innovative theoretical perspectives and methodologies
Chapter 17. Where are we? Syntheses and Synergies in Science education research and practices (Bruce Sherin)
Chapter 18. Processes of Building Theories of Learning: Three Contrasting Cases (Andrea A. diSessa, Mariana Levin)
Chapter 19. Understanding the role of image schemas in science concept learning: can educational neuroscience help? (Tamer G. Amin)
Chapter 20. Emotional engagement in the application of experimental activities withyoung childrens (Kellys Saucedo, MaurícioPietrocola)
Chapter 21. Crossing boundaries- Examining and problematizing interdisciplinarity in science education (ShulamitKapon, Sibel Erduran)
Part IV: Designing research-based instruction
Chapter 22. Augmented reality in lower secondary science teaching: teachers and students as producers (Birgitte Lund Nielsen, Harald Brandt)
Chapter 23. Visualisation and spatial thinking in primary students' understandings of astronomy (Russell Tytler, Peta White, Joanne Mulligan)
Chapter 24. Discipline-based educational research to improve active learning at university (Daniele Buongiorno, Robert Harry Evans, SergejFaletǐc, JenaroGuisasola, Paula Heron, Marisa Michelini, GorazdPlaniňsǐc, Paulo Sarriugarte, Alberto Stefanel, Kristina Zuza)
Chapter 25. Instructional activities predicting epistemic emotions in finnish upper secondary school science lessons: combining experience sampling and video observations (Elisa Vilhunen, XinTang, KalleJuuti, JariLavonen, KatariinaSalmela-Aro).