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Table of Contents
1 Introduction
Section A: Re-searching Science Curriculum and Teaching
2 Conceptualizing multiplicities of scientific literacy from five theoretical perspectives
3 Representations of nature of science in new Korean science textbooks: The case of 'scientific inquiry and experimentation'
4 Pedagogical and content expertise in team-based learning: Re-aligning two teaching perspectives in an undergraduate medical school
5 A classics reading approach to nurture epistemic insight in a multidisciplinary and higher education context
6 Opportunistic science teaching and learning "outside" the classroom
Section B: Re-searching Science Learners and Learning
7 Scientific argumentation as an epistemic practice: Secondary students' critique of science research posters
8 Effects of concept mapping technique on Nigerian junior secondary school students' cognitive development and achievement in basic science and technology (integrated science)
9 Embedding multiple modes of representations in open-ended tests on learning transition elements
10 Trustworthiness challenge in children's environmental problem solving in the digital era
11 Assessing conceptual understanding in primary science through students' multimodal representations in science notebooks
12 An analysis of power play in the subculture of lower track science classrooms
13 Facilitating the use of research in practice: Teaching students to plan experiments
14 Working memory capacity and teaching and learning of stoichiometry
Section C: Re-searching Science Teachers and Teacher Education
15 Pre-service science teachers' reflections on the field experience: Does context matter?
16 Teachers' view on replacing traditional chemistry experiments with green chemistry (GC) experiments
17 Preliminary results on the value of investing in training for practicing Chilean life science teachers
18 Teaching integration of 5E instructional model and flower components
19 Craftin g literature-based task: Our journey on viva voca and thought processes
20 Learning trajectory of a science undergraduate working as an intern in a research laboratory: A science practice lens
21 The role of empowerment evaluation in the professional development of science teachers in the enactment of an inquiry-based pedagogy.
Section A: Re-searching Science Curriculum and Teaching
2 Conceptualizing multiplicities of scientific literacy from five theoretical perspectives
3 Representations of nature of science in new Korean science textbooks: The case of 'scientific inquiry and experimentation'
4 Pedagogical and content expertise in team-based learning: Re-aligning two teaching perspectives in an undergraduate medical school
5 A classics reading approach to nurture epistemic insight in a multidisciplinary and higher education context
6 Opportunistic science teaching and learning "outside" the classroom
Section B: Re-searching Science Learners and Learning
7 Scientific argumentation as an epistemic practice: Secondary students' critique of science research posters
8 Effects of concept mapping technique on Nigerian junior secondary school students' cognitive development and achievement in basic science and technology (integrated science)
9 Embedding multiple modes of representations in open-ended tests on learning transition elements
10 Trustworthiness challenge in children's environmental problem solving in the digital era
11 Assessing conceptual understanding in primary science through students' multimodal representations in science notebooks
12 An analysis of power play in the subculture of lower track science classrooms
13 Facilitating the use of research in practice: Teaching students to plan experiments
14 Working memory capacity and teaching and learning of stoichiometry
Section C: Re-searching Science Teachers and Teacher Education
15 Pre-service science teachers' reflections on the field experience: Does context matter?
16 Teachers' view on replacing traditional chemistry experiments with green chemistry (GC) experiments
17 Preliminary results on the value of investing in training for practicing Chilean life science teachers
18 Teaching integration of 5E instructional model and flower components
19 Craftin g literature-based task: Our journey on viva voca and thought processes
20 Learning trajectory of a science undergraduate working as an intern in a research laboratory: A science practice lens
21 The role of empowerment evaluation in the professional development of science teachers in the enactment of an inquiry-based pedagogy.