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Blog - ESERA

Maria Andrée

13 / 02/ 2017
The lived curriculum. A study of science classroom practices in lower secondary school. Stockholm Institute of Education, Sweden E-mail: maria.andree@lhs.se 

Niklas Gericke

13 / 02/ 2017
Science versus School-science; Multiple models in genetics - The depiction of gene function in upper secondary textbooks and its influence on studnets’ understanding E-mail: niklas.gericke@kau.se 

Maria Åström

13 / 02/ 2017
Defining Integrated Science Education and Putting It to Test E-mail: maria.astrom@edmeas.umu.se

Eva Lundqvist

13 / 02/ 2017
Manner of teaching, learning and socialisation. Analyses of teachers’ moves and students’ meaning making in science education E-mail: eva.lundqvist@did.uu.se 

Lena Löfgren

13 / 02/ 2017
Everylthing has its processes one could say. A longitudinal study following students' ideas about transformations of matter from age 7 to 16 E-mail: lena.lofgren@hkr.se 

Eva Nyberg

13 / 02/ 2017
On the Continuity of Life. Teaching and learning about the life cycles of plants and animals – a case study in grade 5. E-mail: eva.nyberg@ped.gu.se 

Eva West

13 / 02/ 2017
Teaching and learning science: Students’ learning in relation to a research-based teaching-learning sequence about sound, hearing and auditory health E-mail: eva.west@ped.gu.se 

Helena Sagar

13 / 02/ 2017
Teacher change in relation to professional development in entrepreneurial learning Sweden E-mail: helena.sagar@kungsbacka.se 

Karolina Broman

13 / 02/ 2017
Chemistry: Content, Context and Choices. Towards students’ higher order problem solving in upper secondary school Umeå university, Sweden Email: karolina.broman@umu.se 

Mehmet Fatih Tasar

13 / 02/ 2017
A case study of a novice college student's alternative framework and learning of force and motion The Pennsylvania State University, USA Supervisor: Lunetta, Vincent N. ...

Michael E. Beeth

13 / 02/ 2017
Dynamic aspects of conceptual change instruction and learning USA E-mail: mbeeth@magnus.acs.ohio-state.edu

Seyoung Hwang

13 / 02/ 2017
Teachers' stories of environmental education: blurred boundaries of professionalism, identity and curriculum University of Bath, South Korea E-mail: ecophil@snu.ac.kr

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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