Insights from Research in Science Teaching and Learning Selected Papers from the ESERA 2013 Conference

Part 1: Overview of the Book — Introduction — Part 2: Science Teaching Processes — How does knowledge live in a classroom?, Andree Tiberghien — Process-oriented and product-oriented assessment of experimental skills in physics: A comparison, Nico Schreiber, Heike Theysen and Horst Schecker — Students’ use of science and mathematics in practical projects in design & technology, Berit Bungum, Bjorn-Tore Esjeholm & Dag Atle Lysne — Can the principles of topic specific PCK be applied across science topics? Teaching PCK in a pre-service programme, Marissa Rollnick and Elizabeth Mavhunga — The efficacy of visuohaptic simulations in teaching concepts of thermal energy, pressure and random motion, Gail Jones, Gina Childers, Brandon Emig, Joel Chevrier, Vanessa Stevens, Hong Tan — Part 3: Conceptual Understanding — Content-focused research for innovation in teaching and learning electromagnetism: approaches from the GIREP community, Jenaro Guisasola, Marcus Hartlapp, Ryan Hazelton, Paula Heron, Ian Lawrence, Marisa Michelini, Wim Peeters, Gesche Pospiech, Alberto Stefanel, Stefano Vercellati and Kristina Zuza — Talking about electricity: the importance of hearing gestures as well as words, Carol Callinan — Part 4: Reasoning Strategies in Science Learning — Students’ reasoning in making predictions about novel situations: the role of self-generated analogies, Nikolaos Fotou and Ian Abrahams — Relations made between Reality – Theoretical Models – Mathematics during Physics lessons in upper-secondary school, Andreas Redfors, Lena Hansson, Orjan Hansson and Kristina Juter — From Algorithmic Science Teaching to ‘Know’-to Research-Based Transformative Inter/Transdisciplinary Learning to ‘Think’; Problem Solving in the STES/STEM and Sustainability Contexts, Uri Zoller — Scientific argumentation model (sam): a heuristic for reading research articles by science students, Edwin van Lacum, Marcel Koeneman, Miriam Ossevoort and Martin Goedhart — Part 5: Early Years Science Education — Identifying and enhancing the science within early years holistic practice, Terry Russell and Linda McGuigan — ‘Creative Little Scientists’ project: Mapping and comparative assessment of early years science education policy and practice, Fani Stylianidou, Esme Glauert, Dimitris Rossis, Sari Havu-Nuutinen — Part 6: Affective and Social Aspects of Science Teaching/Learning — The future of European STEM workforce: what secondary school pupils of Europe think about STEM industry and careers, Irina Kudenko and Agueda Gras-Velazquez — Which answering strategies do low achievers use to solve PISA science items? Florence Le Hebel, Pascale Montpied and Andree Tiberghien — Teaching material to introduce students with hearing loss to scientific reasoning and working – A contribution to the development of inclusive chemistry education — Adejoke Adesokan and Christiane S. Reiners — From general science teaching to discipline-specific science teaching: Physics instruction and students’subject-related interest levels during the transition from primary to secondary school, Lena Mareike Walper, Katharina Pollmeier, Kim Lange, Thilo Kleickmann and Kornelia Moller — Second Chance Schools in Greece: A critical analysis of science teachers’ views and practices on designing scientific literacy curricula, Spyros Kollas and Krystallia Halkia — List of Reviewers — Author Index — Subject Index.