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Kari Sormunen

16 / 02/ 2017
Seventh-graders’ epistemic views related to science lessons University of Joensuu, Finland E-mail: kari.sormunen@joensuu.fi

Kalle Juuti

16 / 02/ 2017
Towards primary school physics teaching and learning: Design research approach University of Helsinki, Finland E-mail: Kale.juuti@Helsinki.fi

Jarkko Lampiselkä

16 / 02/ 2017
Demonstration in Chemistry Instruction in the Upper Secondary School University of Jyväskylä, Finland E-mail: jarkko.lampiselka@helsinki.fi

Niina Nurkka

16 / 02/ 2017
Developing and evaluating a research-based teaching-learning sequence on the moment of force. University of Jyväskylä, Finland E-mail: niina.nurkka@ekamo.fi

Terhi Mäntylä

16 / 02/ 2017
Didactical reconstructions for organizing knowledge in physics teacher education University of Helsinki, Finland Email: terhi.mantyla@helsinki.fi

Greta Tikkanen

16 / 02/ 2017
Test Item Formats in Finnish Chemistry Matriculation Examinations University of Helsinki, Finland

Maija Aksela

16 / 02/ 2017
Supporting meaningful chemistry learning and higher-order thinking through computer-assisted inquiry: A design research approach University of Helsinki, Finland E-mail:maija.aksela@helsinki.fi

Johannes Pernaa

16 / 02/ 2017
ICT for chemistry education: A design research approach University of Helsinki, Finland E-mail: johannes.pernaa@alumni.helsinki.fi

Antti Laherto

16 / 02/ 2017
Nanoscience education for scientific literacy: Opportunities and challenges in secondary school and in out-of-school settings University of Helsinki, Finland Email: antti.laherto@helsinki.fi

Sami Lehesvuori

16 / 02/ 2017
Towards Dialogic Teaching in Science: Challenging Classroom Realities through Teacher Education University of Jyväskylä, Finland E-mail: sami.lehesvuori@jyu.fi

Sharareh Majidi

16 / 02/ 2017
Knowledge Organization and its Representation in Teaching Physics: Magnetostatics in University and Upper Secondary School Levels University of Helsinki, Finland E-mail:Sharareh.majidi@helsinki.fi

Sari Harmoinen

16 / 02/ 2017
The effect of teacher scaffolding and classroom interactions on students’ model of magnetism University of Jyväskylä, Finland E-mail: sari.harmoinen@eduouka.fi

MÁLAGA 2027

Established in 1995, ESERA aims to enhance scientific
literacy for all through research in science education.

Various professional activities support community building in science education, dissemination of
research findings and professional development of researchers from different career stages.
Visit Esera 2027 Conference​
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