Preface; Contents; Part I: Fundamental Issues in Science Education; Introduction; Chapter 1: Constructing Your Self in School Science; 1.1 Introduction; 1.2 Subjectivity and Digital Technology; 1.3 Methodology and Context of the Examples; 1.4 Findings; 1.4.1 Digital Media Tools and the Dynamic Nature of Becoming Self in Science Classrooms; 1.4.2 Fabricating Subjectivity Through Authentic Events; 1.4.3 Distancing One Self - Counter Digital Subjectivity; 1.5 Discussion; References; Chapter 2: Learning Science in a Collaborative and Technological Environment; 2.1 Introduction

2.2 Why Adopt a Collaborative Learning Environment?2.3 The Learning Environment; 2.4 How Do We Learn in This Classroom?; 2.4.1 Initial Mandate; 2.4.2 Pupils Should Be Able to Exercise Their Autonomy; 2.4.3 The Importance of Guiding and Facilitating; 2.5 The Benefits; References; Chapter 3: Tracing Computer Assisted Assessment for Learning Capability in Greek Teachers; 3.1 Introduction; 3.2 Rationale and Purpose of the Study; 3.3 Related Work; 3.3.1 The Necessity for Incorporating Technology in the Assessment Process; 3.3.2 Configuration of an Inquiry-Based Model Approach towards Assessment

3.4 Study Design and Methodology3.4.1 Description of the Research Tool; 3.5 Analysis and Results; 3.6 Conclusions and Future work; Acknowledgements; References; Chapter 4: Brain Activity and Visual Scientific Content: A Study on Earthquake Precaution; 4.1 Introduction; 4.2 Materials and Methods; 4.2.1 Research Objectives; 4.2.2 Sample; 4.2.3 Environments and Procedure; 4.2.4 Experimental Setup; 4.3 Results; 4.4 Discussion; References; Chapter 5: Interest and Disinterest from College Students for Higher Education in Sciences; 5.1 Introduction; 5.2 Theoretical Framework; 5.3 Methodology

5.4 Results5.4.1 Interest; 5.4.2 Motivation; 5.4.3 Positive and Negative Experiences; 5.4.4 Favourite and Least Favourite Classes; 5.5 Discussion; References; Part II: New Technologies in Science and Technology Education; Introduction; Chapter 6: Improvement of Inquiry in a Complex Technology-Enhanced Learning Environment; 6.1 Introduction; 6.2 Learning Environment; 6.3 Methods; 6.4 Results and Discussion; 6.5 Conclusion; References; Chapter 7: Five Powerful Ideas About Technology and Education; 7.1 Introduction; 7.2 Idea One: Computational Media and New Literacies

7.3 Idea Two: Re-mediation7.4 Idea Three: Engagement and Activity Structures; 7.5 Idea Four: Open Toolsets; 7.6 Idea Five: The LaDDER Model; 7.7 Conclusion; References; Chapter 8: Analysis of an Inquiry-Based Design Process for the Construction of Computer-Based Educational Tools: The Paradigm of a Secondary Development Tool Negotiating Scientific Concepts; 8.1 Introduction; 8.2 Related Work; 8.3 Study Design and Methodology; 8.3.1 Research Framework and Design; 8.3.2 Data Collection Procedure and Reliability of the Research; 8.4 Analysis and Results