Cognitive and Affective Aspects in Science Education Research : Selected Papers From the ESERA 2015 Conference

This edited volume brings forth intriguing, novel and innovative research in the field of science education. The chapters in the book deal with a wide variety of topics and research approaches, conducted in various contexts and settings, all adding a strong contribution to knowledge on science teaching and learning. The book is comprised of selected high-quality studies that were presented at the 11 th European Science Education Research Association (ESERA) Conference, held in Helsinki, Finland from 31 August to 4 September, 2015. The ESERA science education research community consists of professionals with diverse disciplinary backgrounds from natural sciences to social sciences. This diversity provides a rich understanding of cognitive and affective aspects of science teaching and learning in this volume. The studies in this book will invoke discussion and ignite further interest in finding new ways of doing and researching science education for the future and looking fo r international partners for both science education and science education research. The twenty-five chapters showcase current orientations of research in science education and are of interest to science teachers, teacher educators and science education researchers around the world with a commitment to evidence-based and forward-looking science teaching and learning. Front Matter....Pages i-xxiii Introduction....Pages 1-12 Front Matter....Pages 13-13 Visualizing the Nature of Science: Beyond Textual Pieces to Holistic Images in Science Education....Pages 15-30 Using Assessment Materials to Stimulate Improvements in Teaching and Learning....Pages 31-40 Chemistry Teachers’ Perceptions and Attitudes Towards Creativity in Chemistry Class....Pages 41-54 “Creating Creativity”: Improving Pre-service Teachers’ Conceptions About Creativity in Chemistry....Pages 55-68 Is Topic-Specific PCK Unique to Teachers?....Pages 69-85 Pedagogical Content Knowledge and Constructivist Teaching: A Hot Potato’s Last Straw in Swiss Science Classrooms....Pages 87-100 Front Matter....Pages 101-101 Quality of SSI Scenarios Designed by Science Teachers....Pages 103-116 The Use of Drama in Socio-Scientific Inquiry-Based Learning....Pages 117-126 Useful Plants as Potential Flagship Species to Counteract Plant Blindness....Pages 127-140 Digital Videos of Experiments Produced by Students: Learning Possibilities....Pages 141-153 Front Matter....Pages 155-155 Making Sense of ‘Making Sense’ in Science Education: A Microgenetic Multiple Case Study....Pages 157-166 Student Difficulties with Graphs in Different Contexts....Pages 167-178 Students’ Mental Models of Human Nutrition from a Literature Review....Pages 179-189 The PISA Science Assessment for 2015 and the Implications for Science Education: Uses and Abuses....Pages 191-203 Front Matter....Pages 205-205 Chemistry Teachers’ Professional Knowledge, Classroom Action, and Students’ Learning: The Relevance of Technical Language....Pages 207-218 Analyzing Teachers’ Discursive Participation in Co-taught Science-and-English CLIL Classrooms....Pages 219-231 Multilingual Contexts: A New Positioning for STEM Teaching/Learning....Pages 233-242 Front Matter....Pages 243-243 Models and Modelling in Pre-service Teacher Education: Why We Need Both....Pages 245-261 Designing a Course for Enhancing Prospective Teachers’ Inquiry Competence....Pages 263-278 Front Matter....Pages 243-243 Investigating Science Teachers’ Transformations of Inquiry Aspects When Implementing Research-Based Teaching-Learning Sequences....Pages 279-293 Front Matter....Pages 295-295 Cross-Curricular Goals and Raising the Relevance of Science Education....Pages 297-307 Integrating Mathematics into Science: Design, Development and Evaluation of a Curriculum Model....Pages 309-321 Fostering European Students’ STEM Vocational Choices....Pages 323-338 The Notion of Praxeology as a Tool to Analyze Educational Process in Science Museums....Pages 339-355 Expanding the Scope of Science Education: An Activity-Theoretical Perspective....Pages 357-370