About the Editors and Contributors; Introduction; A Look Back at the ESERA 2015 Conference; Highlights of the Chapters; Teacher Knowledge; Student Engagement; Student Learning and Assessment; Language in Science Classrooms; Professional Development; Expanding Science Teaching and Learning; Concluding Remarks; References; Part I: Teacher Knowledge; Visualizing the Nature of Science: Beyond Textual Pieces to Holistic Images in Science Education; Introduction; Nature of Science Research in Science Education; The Missing Pieces in NOS Research in Science Education

Rationale for the Family Resemblance Approach to NOS Educational Applications of the FRA Framework; Conclusions and Implications; References; Using Assessment Materials to Stimulate Improvements in Teaching and Learning; Introduction; Context; Theoretical Rationale; Research Question and Methods; Development Phase; Research Phase; Findings; Conclusions and Implications; References; Chemistry Teachers' Perceptions and Attitudes Towards Creativity in Chemistry Class; Theoretical Background; Method; Results; Discussion and Implications; References

"Creating Creativity": Improving Pre-service Teachers' Conceptions About Creativity in Chemistry Creativity as an Important Component of Teaching Chemistry; The Notion of Creativity; Creativity in Chemistry; A Qualitative Study: Production Versus Reproduction of Models; Method; Course 1: Reproduction of a Model Building Process; Course 2: Production of Analogical Models; Data Collection; Open-Ended Questionnaires; Interviews; Participant Observation; Data Analysis; Results; Questionnaires; Interviews; Participant Observation; Discussion and Conclusions; References

Is Topic-Specific PCK Unique to Teachers? Background, Framework and Rationale for Study; Methodology and Sample; Instrument Design; Rasch Analysis of Data; Sample; Results; Analysis of the CK Test; Analysis of the TSPCK Test; The Relationship Between CK and TSPCK; Discussion; Level of the Chemists' and Teachers' CK of Grade 12 Organic Chemistry; Chemists' and Teachers' Level of TSPCK; The Relationship Between CK and TSPCK for Chemists and Teachers; Conclusions; References

Pedagogical Content Knowledge and Constructivist Teaching: A Hot Potato's Last Straw in Swiss Science Classrooms Background; Research Questions and Theory; Method; Measures; Preliminary Work; Sample; Procedure of Analyses; Results; Model 1a; Model 1b; Model 2; Model 3; Discussion; References; Part II: Student Engagement; Quality of SSI Scenarios Designed by Science Teachers; Introduction; Scenario-Based Science Teaching; Three-Stage Model; Towards an Ideal Scenario; Method; Results; Discussion; Conclusion; References