Cognitive and Affective Aspects in Science Education Research

1. Introduction
Kaisa Hahl, Kalle Juuti, Jarkko Lampiselkä, Anna Uitto, Jari Lavonen

Part I. Teacher Knowledge

2. Visualizing the Nature of Science: Beyond Textual Pieces to Holistic Images in Science Education
Sibel Erduran

3. Using Assessment Materials to Stimulate Improvements in Teaching and Learning
Robin Millar

4. Chemistry Teachers’ Perceptions and Attitudes Towards Creativity in Chemistry Class
Annika Springub, Luzie Semmler, Shingo Uchinokura, Verena Pietzner

5. “Creating Creativity”: Improving Pre-service Teachers’ Conceptions About Creativity in Chemistry
Markus Bliersbach, Christiane S. Reiners

6. Is Topic-Specific PCK Unique to Teachers?
Marissa Rollnick, Bette Davidowitz, Marietjie Potgieter

7. Pedagogical Content Knowledge and Constructivist Teaching: A Hot Potato’s Last Straw in Swiss Science Classrooms
Alexander F. Koch

Part II. Student Engagement

8. Quality of SSI Scenarios Designed by Science Teachers
Kari Sormunen, Anu Hartikainen-Ahia, Ilpo Jäppinen

9. The Use of Drama in Socio-Scientific Inquiry-Based Learning
Roald P. Verhoeff

10. Useful Plants as Potential Flagship Species to Counteract Plant Blindness
Peter Pany, Christine Heidinger

11. Digital Videos of Experiments Produced byStudents: Learning Possibilities
Wilmo Ernesto Francisco Junior

Part III. Student Learning and Assessment

12. Making Sense of ‘Making Sense’ in Science Education: A Microgenetic Multiple Case Study
Richard Brock, Keith S. Taber

13. Student Difficulties with Graphs in Different Contexts
Lana Ivanjek, Maja Planinic, Martin Hopf, Ana Susac

14. Students’ Mental Models of Human Nutrition from aLiterature Review
Aurelio Cabello-Garrido, Enrique España-Ramos, Ángel Blanco-López

15. The PISA Science Assessment for 2015 and theImplications for Science Education: Uses and Abuses
Jonathan Osborne, Magnus Oskarsson, Margareta Serder, Svein Sjøberg

Part IV. Language in Science Classrooms

16. Chemistry Teachers’ Professional Knowledge, Classroom Action, and Students’ Learning: The Relevance of Technical Language
Holger Tröger, Elke Sumfleth, Oliver Tepner

17. Analyzing Teachers’ Discursive Participation in Co-taught Science-and-English CLIL Classrooms
Laura Valdés-Sánchez, Mariona Espinet

18. Multilingual Contexts: A New Positioning for STEM Teaching/Learning
Philip Clarkson, Lyn Carter

Part V. Professional Development

19. Models and Modelling in Pre-service Teacher Education: Why We Need Both
Digna Couso, Anna Garrido-Espeja

20. Designing a Course for Enhancing Prospective Teachers’ Inquiry Competence
Marios Papaevripidou, Maria Irakleous, Zacharias C. Zacharia

21. Investigating Science Teachers’ Transformations of Inquiry Aspects When Implementing Research-Based Teaching-Learning Sequences
Alessandro Zappia, Giuliana Capasso, Silvia Galano, Irene Marzoli, Luigi Smaldone, Italo Testa

Part VI. Expanding Science Teaching and Learning

22. Cross-Curricular Goals and Raising the Relevance of Science Education
Nadja Belova, Johanna Dittmar, Lena Hansson, Avi Hofstein, Jan Alexis Nielsen, Jesper Sjöström, Ingo Eilks

23. Integrating Mathematics into Science: Design, Development and Evaluation of aCurriculum Model
Gráinne Walshe, Jennifer Johnston, George McClelland

24. Fostering European Students’ STEM Vocational Choices
Irina Kudenko, Cristina Simarro, Roser Pintó

25. The Notion of Praxeology as aTool to Analyze Educational Process in Science Museums
Juliana Bueno, Martha Marandino

26. Expanding the Scope of Science Education: An Activity-Theoretical Perspective
Yrjö Engeström

Keywords: Education, Science Education, Teaching and Teacher Education, Learning & Instruction