Topics and Trends in Current Science Education: 9th ESERA Conference Selected Contributions (Contributions from Science Education Research Book 1)

This book features 35 of best papers from the 9th European Science Education Research Association Conference, ESERA 2011, held in Lyon, France, September 5th-9th 2011. The ESERA international conference featured some 1,200 participants from Africa, Asia, Australia, Europe as well as North and South America offering insight into the field at the end of the first decade of the 21st century. This book presents studies that represent the current orientations of research in science education and includes studies in different educational traditions from around the world. It is organized into six parts around the three poles (content, students, teachers) and their interrelations of science education: after a general presentation of the volume (first part), the second part concerns SSI (Socio-Scientific Issues) dealing with new types of content, the third the teachers, the fourth the students, the fifth the relationships between teaching and learning, and the sixth the teaching resources and the curricula. Front Matter....Pages i-x Front Matter....Pages 1-1 Introduction....Pages 3-18 Front Matter....Pages 19-19 The Need for a Public Understanding of Sciences....Pages 21-35 Questions Socialement Vives and Socio-scientific Issues: New Trends of Research to Meet the Training Needs of Postmodern Society....Pages 37-54 Teachers’ Beliefs, Classroom Practices and Professional Development Towards Socio-scientific Issues....Pages 55-69 Which Perspectives Are Referred in Students’ Arguments About a Socio-scientific Issue? The Case of Bears’ Reintroduction in the Pyrenees....Pages 71-84 Learning About the Role and Function of Science in Public Debate as an Essential Component of Scientific Literacy....Pages 85-100 Exploring Secondary Students’ Arguments in the Context of Socio-scientific Issues....Pages 101-116 Teachers’ Beliefs on Science-Technology-Society (STS) and Nature of Science (NOS): Strengths, Weaknesses, and Teaching Practice....Pages 117-135 Front Matter....Pages 137-137 Professional Learning of Science Teachers....Pages 139-157 Nanoeducation: Zooming into Teacher Professional Development Programmes in Nanoscience and Technology....Pages 159-174 Education for Sustainable Development: An International Survey on Teachers’ Conceptions....Pages 175-191 Learning to Teach Science as Inquiry: Developing an Evidence-Based Framework for Effective Teacher Professional Development....Pages 193-211 Weaving Relationships in a Teaching Sequence Using ICT: A Case Study in Optics at Lower Secondary School....Pages 213-228 Inquiry-Based Mathematics and Science Education Across Europe: A Synopsis of Various Approaches and Their Potentials....Pages 229-242 Measuring Chemistry Teachers’ Content Knowledge: Is It Correlated to Pedagogical Content Knowledge?....Pages 243-254 Front Matter....Pages 255-255 Boys in Physics Lessons: Focus on Masculinity in an Analysis of Learning Opportunities....Pages 257-272 Which Effective Competencies Do Students Use in PISA Assessment of Scientific Literacy?....Pages 273-289 Development of Understanding in Chemistry....Pages 291-306 Learning Affordances: Understanding Visitors’ Learning in Science Museum Environment....Pages 307-320 Modelling and Assessing Experimental Competencies in Physics....Pages 321-337 Front Matter....Pages 255-255 Understanding Students’ Conceptions of Electromagnetic Induction: A Semiotic Analysis....Pages 339-350 Front Matter....Pages 351-351 Analyzing Classroom Activities: Theoretical and Methodological Considerations....Pages 353-368 The Impact of a Context-Led Curriculum on Different Students’ Experiences of School Science....Pages 369-383 Students’ Experienced Coherence Between Chemistry and Biology in Context-Based Secondary Science Education....Pages 385-402 The Relationship Between Teaching and Learning of Chemical Bonding and Structures....Pages 403-417 Blending Physical and Virtual Manipulatives in Physics Laboratory Experimentation....Pages 419-433 Becoming a Health-Promoting School: Effects of a 3-Year Intervention on School Development and Pupils....Pages 435-452 Disagreement in “Ordinary” Teaching Interactions: A Study of Argumentation in a Science Classroom....Pages 453-467 Analysis of Teaching and Learning Practices in Physics and Chemistry Education: Theoretical and Methodological Issues....Pages 469-485 Front Matter....Pages 487-487 Designing a Learning Progression for Teaching and Learning About Matter in Early School Years....Pages 489-503 ‘Realistic-Fiction Storybooks’ as a Resource for Problematic Questioning of Living Being with Pupils in Primary School....Pages 505-517 Nature of Science as Portrayed in the Physics Official Curricula and Textbooks in Hong Kong and on the Mainland of the People’s Republic of China....Pages 519-534 On the Transfer of Teaching-Learning Materials from One Educational Setting to Another....Pages 535-552 CoReflect: Web-Based Inquiry Learning Environments on Socio-scientific Issues....Pages 553-566 Adapting Web-Based Inquiry Learning Environments from One Country to Another: The CoReflect Experience....Pages 567-582 Back Matter....Pages 583-601 This book features 35 of the best papers from the 9th European Science Education Research Association Conference, ESERA 2011, held in Lyon, France, September 5th-9th 2011. The ESERA international conference featured some 1,200 participants from Africa, Asia, Australia, and Europe as well as North and South America offering insight into the field at the end of the first decade of the 21st century. This book presents studies that represent the current orientations of research in science education and includes studies in different educational traditions from around the world. It is organized into six parts around the three poles of science education (content, students, teachers) and their interrelations: after a general presentation of the volume (first part), the second part concerns SSI (Socio- Scientific Issues) dealing with new types of content, the third the teachers, the fourth the students, the fifth the relationships between teaching and learning, and the sixth the teaching resources and the curricula