Abdeljalil Metioui 

Strand 1: Favouring the understanding of parabolic motion in a video based laboratory  
Strand 1: Conceptual representations of high school students concerning the source of current: The model of the highway
Strand 1: The notion of modeling among the students of technical college 

Abdiel Aponte 
Strand 6: Teaching sequences to understand nature of science: A new methodology to evaluate learning improvements

Adam Bertram 
Strand 13: Insights into the inquiry orientations of a cohort of Irish and Australian pre-service science teachers using a pedagogical content knowledge (PCK) lens

Adejoke Adesokan
Strand 12: Working towards inclusive education: Introducing students with special needs to scientific reasoning and methods of investigation in chemistry classes

Adelina Sporea 
Strand 15: Romanian science teaching policy in early education

Adriana de Farias Ramos 
Strand 4: The use of computational molecular modeling as an external cognitive processing tool: Preliminary results of a gestural analysis

Agostinho Serrano de Andrade Neto 
Strand 4: The use of computational molecular modeling as an external cognitive processing tool: Preliminary results of a gestural analysis

Agostinho Serrano 
Strand 1: A conceptual understanding of higher education students on stereochemistry

Agueda Gras-Velazquez 
Strand 2: The future of European STEM workforce: What do secondary school pupils of Europe think about STEM industry and careers 

Agustin Aduriz-Bravo 
Strand 8: The notion of “epistemological context” as a theoretical tool for science education

Aikaterini Klonari 
Strand 10: New Greek science curriculum (NGSC) for primary education: Promoting educational innovation under hard conditions

Aikaterini Konstantinidou
Strand 8: Argumentation about socio-scientific issues (SSI): Scientific knowledge, beliefs and values

Akane Kanamori 
Strand 16: Evaluation of Japanese primary science curriculum materials from the viewpoint of supporting teacher learning

Alan Jervis 
Strand 13: University-led school-based days: Strengthening initial teacher education through collaborative episodes in schools

Alba Castelltort Valls 
Strand 13: Detecting the implications of using research results to guide a teaching process in the class on teaching science

Albert Zeyer 
Strand 2: Systemizing and motivation to learn science in different science subjects

Alberto Stefanel 
Strand 1: Questioning with university students on stationarity, time evolution and connection between sets of eigenstates in quantum mechanics
Strand 5:Building vertical paths in exploring magnetic phenomena developing formal thinking

Alejandra Rossi 
Strand 3: An analytical rubric for powerpoint® presentations: Proposal of a complementary instrument to assess pedagogical content knowledge
Strand 14: A case study exploring a university teacher’s pedagogical content knowledge on mitosis

Alexander Kauertz 
Strand 2: Influences on the structure of scientific problem-solving processes 
Strand 3: Effects of teacher intervention on learning processes of primary school students in physics 
Strand 10: Applying physics models in context-based tasks in physics education

Alexander Koch 
Strand 14: How can professional teachers improve science and mathematics teaching? 
Strand 14: Strike the iron when it's hot - Teacher professionalization in Swiss science education

Alexia Sevastidou 
Strand 3: Teachers’ scaffolding strategies in computer-supported, inquiry-oriented science classrooms 

Alice Delserieys 
Strand 3: Contributions of talk, gesture and salient elements of the setting to analyse student's ideas in science through video 
Strand 15: Preschool children understanding of a precursor model of shadow formation

Alice Siu Ling Wong 
Strand 3: The impact of teachers’ pedagogical knowledge of triplet relationship on their decision to teaching triplets in chemistry

Alison Cullinane 
Strand 14: Facilitating in-service science teachers in reforming their continued professional development

Amelie Lipp 
Strand 8: Formal prescriptions of a socially acute question in the curricula of agricultural vocational training courses: The case of farm animal welfare

Americo de Araujo Pastor Junior 
Strand 4: Video production and reception: Readings in the private mode of viewing                            

Ana Leci 
Strand 9: “Six activities to change pupils’ science world”: Science in the courtyard

Ana Maria Aragues Diaz 
Strand 3: Trainee teachers in the primary classroom: The role of questions in developing a sequence of inquiry-based classes

Ana Maria Domenech Calvet 
Strand 7: Promoting students’ critical thinking through the design of scientific researches related to a SSI: The case of ADHD

Ana Maria Santos Gouw 
Strand 11: In-context items in a nation wide examination: Which knowledge and skills are actually assessed?

Ana Moncada 
Strand 7: Argumentation in organic chemistry education

Ana Rivero Garcia 
Strand 13: Pre-service science teacher education: Inquiry into professional practical problems 
Strand 13: Prospective primary teachers' conceptions about science teaching: Ideas resistant to change

Anastasia Anastasiou 
Strand 5: Application of chemistry modules from the PARSEL project: Effectiveness and comparison with traditional teaching

Anastasia Filippoupoliti 
Strand 9: Engineer project: Breaking new ground in the science education realm

Anastasios Siatras 
Strand 10: Exploring the role of the science curriculum towards social justice

Andre Batista Noronha 
Strand 6: Beyond Wittgenstein’s silence: Some considerations about the debate realism x anti-realism in science education and a call for the philosophical plurality 

Andre Bresges 
Strand 4: Using serious games and computer simulations in an authentic context for physics education 
Strand 9: Interdisciplinary student studies on the urban climate of the city of Cologne. Concepts for the implementation of a complex topic 

Andrea Schumacher 
Strand 13: Authentic learning environments in chemistry lessons – Reflecting inquiry-based contexts in teacher education

Andrea Soledad Farre 
Strand 7: Teachicg organic chemistry with words at university

Andreani Baytelman 
Strand 8: The influence of prior knowledge about socio-scientific issues on university education students' informal reasoning

Andreas Lichtenberger 
Strand 11: Analysis of student concept knowledge in kinematics

Andreas Mueller 
Strand 1: Fostering the understanding of scientific experiments and phenomena through representational analysis tasks 
Strand 1: Understanding basic concepts in ray optics: A representational approach

Andreas Mueller 
Strand 2: Context-based science education by advertisement story problems: A dose-effect relationship for motivation 
Strand 11: The notion of authenticity according to PISA: An empirical analysis

 Andreas Redfors 
Strand 2: The role of mathematics in the teaching and learning of physics 
Strand 6: Why, when and how to teach nature of science in compulsory school – Teachers’ views

Andreas Stockey 
Strand 10: Essentials of science – Development, evaluation and transfer into school practice of a competence oriented science course

Andreas Trautmann 
Strand 3: Effects of teacher intervention on learning processes of primary school students in physics

Andreas Vaterlaous 
Strand 11: Analysis of student concept knowledge in kinematics

Andree Tiberghien 
Strand 1: Design-based research on the teaching sequence “the energy challenge in our societies” 
Strand 11: Sources of difficulties in PISA science items

Andrew Howes 
Strand 13: University-led school-based days: Strengthening initial teacher education through collaborative episodes in schools

Andri Christodoulou 
Strand 10: Meet the scientist: The value of short interactions between scientists and secondary aged students

Ane Leniz Ereno 
Strand 1: Electric potential: What do university students understand?

Angel Ezquerra 
Strand 13: Pre-service science teacher education: Inquiry into professional practical problems

Angel Vazquez Alonso 
Strand 6: Teaching sequences to understand nature of science: A new methodology to evaluate learning improvements
Strand 12: The choice of science and technology careers in Latin countries 
Strand 13: Teaching the nature of science to science teachers: A case analysis in pre-service training

Angela Hadjigeorgiou 
Strand 5: High school students’ understanding of epistemological dimensions of energy following the enactment of a structured teaching – learning sequence

Anita Stender
 
Strand 14: Investigation of the influence of professional competence on the quality of scripts

Anja Gohring 
Strand 13: Integrated science education of primary and middle school teachers - A reform in pre-service teacher education

Anke Schurmann 
Strand 13: Development of pre-service teachers‘ "stages of concerns" in the context of the implementation and evaluation of the new graduate course "integrated science"

Ann Mutvei Berrez 
Strand 10: The impact of performance assessment on science education at primary school 
Strand 11: Performance assessment of practical skills in science in teacher training programs useful in school 
Strand 13: Aim: To practise scientific methods. Result: Personal development.

Anna Artigas 
Strand 9: Establishing and maintaining stem-related school-industry partnerships: Opportunities and obstacles

Anna De Ambrosis 
Strand 5: Learning about magnetic force: Experiments versus theoretical explanations 
Strand 13: Reconstruction and video analysis of a thought experiment by Christiaan Huygens

Anna Garrido 
Strand 14: Potentials and limitations of transformative research: The case of a school-based intervention towards achieving scientific competence

Anna Lepre 
Strand 14: A systematic approach to IBSE implementation in Italy: Building a model through the program "scientiam inquirendo discere" - SID

Anna MacPherson 
Strand 7: A new learning progression for student argumentation in scientific contexts

Anna Pascucci 
Strand 14: A systematic approach to IBSE implementation in Italy: Building a model through the program "scientiam inquirendo discere" - SID

Anna Spyrtou 
Strand 10: New Greek science curriculum (NGSC) for primary education: Promoting educational innovation under hard conditions

Anna Trifonova 
Strand 14: Teachers’ reflections over pathway CPD activities on inquiry-based teaching

Anna Uitto 
Strand 2: Teaching methods enhancing grade nine students’ performance and attitudes towards biology
Strand 9: Educational factors explaining 9th graders self-efficacy in ecological sustainable behaviours

Anna Pascucci 
Strand 14: A ‘blended’ model for science teacher training

Anne Laius 
Strand 14: Teachers’ and students’ views on industry-related competences

Anne O'Dwyer 
Strand 14: Facilitating in-service science teachers in reforming their continued professional development

Anne Solli 
Strand 8: Student alignment with the bioscience community in the GM food debate

Annette Scheersoi 
Strand 16: Adapting IBSE material across Europe: Experiences from the PRI-SCI-NET FP7 project

Annette Upmeier zu Belzen 
Strand 6: Context-specificities in students’ understanding of models and modelling: An issue of critical importance for both assessment and teaching

Annie Heitzmann 
Strand 5: Explicit, reflective technology education (EXRETU) – An intervention study at lower secondary school

Anthoula Maidou 
Strand 2: Motivating weak secondary vocational school students through participating with scientific projects in a students’ conference 
Strand 4: Developing remote physics experiments to facilitate the development of competencies of secondary schools students 

Antonella Alfano 
Strand 14: A systematic approach to IBSE implementation in Italy: Building a model through the program "scientiam inquirendo discere" - SID

Antonella Bachiorri 
Strand 14: A ‘blended’ model for science teacher training

Antonia Candela 
Strand 8: Cultural context for science education 

Antonio Almeida 
Strand 9: How is the reintroduction of extinct animals regarded through age? A comparative study with students from two distinct school levelsm two distinct school levels

Antonio Carlos de Oliveira Guerra 
Strand 3: Effervescent tablets – An experimental approaching to understand chemical kinetics

Antonios Strangas 
Strand 13: Educating pre-school student teachers to instructional design

Aravella Zachariou 
Strand 9: Linking education for sustainable development and science education through action community programs: The opinions of Cypriot parents

Arnau Amat 
Strand 9: Collaboration between school and community through agroecology: A vegetable school garden as a boundary object

Assaad Yammine 
Strand 3: Horizon of human sex education in Lebanon

Asterios Mpakavos 
Strand 4: A web-based educational software environment that supports students to develop and reflect on concept maps

Athanasios Taramopoulos 
Strand 1: Raising the level of understanding through the use of dynamically linked concrete and abstract representations in virtual laboratory environments in electric circuits 

Athanasios Velentzas 
Strand 1: The difficulties students face in predicting the outcome of an experiment

Atsuko Yamanaka 
Strand 12: Advanced activities using microscopes at a science museum to strongly promote children’s interest in science

Avi Hofstein 
Strand 8: The societal component in a model of relevance in science education
Strand 8: A socio-philosophical model on the science-to-society relationship for science education 

Aybuke Pabuccu 
Strand 7: Argumentation in organic chemistry education

Ayelet Weizman 
Strand 4: From E-learning to practice: The influence of online professional development on science teachers’ practice

Azra Moeed 
Strand 14: Working with scientists: Impacts of a novel approach to professional development on primary teachers’ beliefs about the purposes and focus for science teaching

Barbara Flunger 
Strand 2: The impact of a science center outreach lab workshop on German 9th graders’ achievement in science

Barbara Rovsek 
Strand 10: Intended, implemented and attained MST curricula across Europe: What can research tell us?

Beatriz Cortela 
Strand 14: Relations between an in-service training program and profiles of university physics professors: Deadlocks and advancement opportunities

Benjamin Nagengast 
Strand 2: The impact of a science center outreach lab workshop on German 9th graders’ achievement in science

Berit Bungum 
Strand 3: Students’ use of science and mathematics in practical projects in design & technology 
Strand 4: Engineering students’ use of the interactive whiteboard during physics group work
Strand 14: Teacher’s views on inquiry based learning and their examples of inquiry–oriented approaches

Bernd Ralle 
Strand 5: Promoting a better understanding of global change phenomena – A design based research project 
Strand 9: Science education in out-of-school contexts

Birgitte Lund Nielsen 
Strand 14: Science teachers’ individual and social learning related to IBSE in a large-scale, long-term, collaborative TPD project

Bjorn-Tore Esjeholm 
Strand 3: Students’ use of science and mathematics in practical projects in design & technology

Bodil Svendsen 
Strand 14: A school-based professional development programme for science teachers: Participants’ reports on perceived impact over time

Bodo Eickhorst 
Strand 11: Measuring experimental skills in large-scale assessments: Developing a simulation-based test instrument

Brigitte Doring 
Strand 14: How can professional teachers improve science and mathematics teaching? 

Bruno de Oliveira Jayme 
Strand 13: Pre-service teachers’ perceptions of pedagogical autonomy through the examination of a public socio-scientific debate in the media

Bryan Henderson 
Strand 7: A new learning progression for student argumentation in scientific contexts

Camila Greff Passos 
Strand 7: Key features of teacher-training based on a discursive approach to science education

Carlos G. Figuerola 
Strand 4: Wikipedia as a tool for introducing social concerns into science education

Carlos Garcia 
Strand 3: Building meaning in genetics trough interaction: A mix-method video analysis proposal

Carmen Fernandez 
Strand 14: Pedagogical content knowledge aspects of green chemistry of organic chemistry university teachers

Carmen Solis 
Strand 13: Pre-service science teacher education: Inquiry into professional practical problems

Caro Garrett 
Strand 14: Teacher professional development in action research in the secondary physics classroom: Evaluation and impact

Carol Jane Callinan 
Strand 1: Talking about electricity: The importance of hearing gestures as well as words

Carolin Hulsmann 
Strand 2: Factors influencing the choice of course level in chemistry

Carolina Pipitone 
Strand 10: Teachers’ perspectives regarding a new subject: “Science for the contemporary world”

Catherine Bruguiere 
Strand 16: Analysis of problem-oriented reading using the picture book La Promesse: Learning opportunities about metamophososis for 6- to 7-year-old children

Cecilia Rodehn 
Strand 9: Museum education, practical pedagogy and performance

Chang-Hung Chung 
Strand 10: What can images tell us? -A cross-cultural comparison of images on science textbooks between Australia and Taiwan

Chan-Jong Kim 
Strand 9: Exploring science learning using smartphones in a science museum: Focusing on scaffolding

Chiara Invernizzi 
Strand 4: From the polar regions to the schools : Teaching tools for evidence-based polar education in Italy

Chih-Hsiung Ku 
Strand 1: Intuitive rules: An effective way to probe children’s alternative conceptions and enhance conceptual change

Chika Yamahashi 
Strand 15: Characteristics of science picture books liked by Japanese children in early childhood

Chris Harrison 
Strand 11: Strengthening assessment in high school inquiry classrooms 

Chrissavgi Triantafillou 
Strand 2: Visual representations of the concept of periodicity across subjects: Their context and genre 
Strand 7: Periodicity in mathematics and science texts: The co-deployment of visual representations and reasoning

Christelle Lison 
Strand 8: Students' personal epistemology: The impact of a game-based learning approach for sustainable development education 

Christian Plantin 
Strand 8: Cohering without converging: Students' use of doxa, norms and values while debating about SSI (Mexico, USA, France)

Christian Vollmer 
Strand 2: The impact of a science center outreach lab workshop on German 9th graders’ achievement in science

Christiane S Reiners 
Strand 12: Working towards inclusive education: Introducing students with special needs to scientific reasoning and methods of investigation in chemistry classes 
Strand 13: Authentic learning environments in chemistry lessons – Reflecting inquiry-based contexts in teacher education

Christina Ottander 
Strand 14: Profiling in-service teachers across Europe to determine their attitude to IBSE

Christine Tippett 
Strand 13: Pre-service teachers’ perceptions of pedagogical autonomy through the examination of a public socio-scientific debate in the media

Christoph Gut 
Strand 11: Modelling and assessing experimental competence: An interdisciplinary progress model for hands-on assessments

Ciro Minichini 
Strand 14: Communities of practice and continuous teacher professional development. Findings from eight case studies

Claire Donald 
Strand 14: Broadening the frame: Towards reconciling teacher beliefs and practice in primary school science teaching 

Claire Polo 
Strand 8: Cohering without converging: Students' use of doxa, norms and values while debating about SSI (Mexico, USA, France)

Clara Vasconcelos 
Strand 3: Problem-based and lecture-based learning: A quasi-experimental study with natural sciences students 
Strand 9: How is the reintroduction of extinct animals regarded through age? A comparative study with students from two distinct school levels. 
Strand 10: Questioning in natural science tests and textbooks: A look into the Portuguese curriculum

Clare Christensen 
Strand 10: Vocational education in science technology, engineering and maths (STEM): Curriculum innovation through industry school partnerships

Claudette Azzopardi 
Strand 8: Gauging the level of science awareness among early secondary Maltese students

Claudia Beatriz Arango 
Strand 6: University students opinions on the science and technology: Contribution to social thinking
Strand 12: Secondary school students' views on gender inequalities in science

Claudia Fischer 
Strand 14: How can professional teachers improve science and mathematics teaching?

Claudia Haagen 
Strand 11: Development of a two-tier test- instrument for geometrical optics

Claudia Meinhardt 
Strand 13: Pre-service teachers’ self-efficacy beliefs for teaching physics

Claudia Stubi 
Strand 14: How can professional teachers improve science and mathematics teaching?

Claudio Fazio 
Strand 14: Profiling in-service teachers across Europe to determine their attitude to IBSE

Claus Bolte 
Strand 8: Stakeholders’ views on science education in Europe: Method and first insights of the profiles international curricular Delphi study on science education 
Strand 8: Stakeholders’ views of science education: Finnish PROFILES curricular Delphi study - Second round 
Strand 8: A comparative analysis of stakeholders’ views on science education from five different partner countries - Results of the second round of the international PROFILES curricular Delphi study on science education 
Strand 8: Stakeholders’ views on empirically based concepts for science education to enhance scientific literacy – Results from the third round of the international PROFILES curricular Delphi study on science education 
Strand 10: Students’ and teachers’ perceptions of school-based scientific literacy priorities and practice: A cross-cultural comparison between Cyprus and Germany 
Strand 13: Development of pre-service teachers‘ "stages of concerns" in the context of the implementation and evaluation of the new graduate course "integrated science"

Clemens Wagner 
Strand 11: Analysis of student concept knowledge in kinematics

Clotilde Mercier-Dequidt 
Strand 1: A new analogy between mechanics and electricity: pupil's misconceptions, physical quantities and electrical components

Constantinos Manoli 
Strand 4: Which information resources do students use when they produce learning artifacts in science

Constantinos P. Constantinou 
Strand 3: Teachers’ scaffolding strategies in computer-supported, inquiry-oriented science classrooms 
Strand 5: High school students’ understanding of epistemological dimensions of energy following the enactment of a structured teaching – learning sequence 
Strand 6: An investigation of pre-service teachers’ appreciation of certain aspects of the nature of science and its evolution after implementation of a structured teaching-learning sequence 
Strand 7: Promoting students’ evidence-based argumentation skills. A comparison of a dialogic argumentation vs a non-dialogic intervention 
Strand 7: An investigation of high-school students’ dialogic argumentation skills 
Strand 8: The influence of prior knowledge about socio-scientific issues on university education students' informal reasoning 
Strand 8: Reasoning patterns in processing multi-criteria socio-scientific decision-making situations 
Strand 10: Perceptions of teachers and learners about the mathematics, science and technology curricula in two European countries 
Strand 11: Development of an instrument to measure children’s systems thinking

Conxita Marquez 
Strand 7: Promoting students’ critical thinking through the design of scientific researches related to a SSI: The case of ADHD 
Strand 13: Detecting the implications of using research results to guide a teaching process in the class on teaching science

Corinne Jegou 
Strand 15: Preschool children understanding of a precursor model of shadow formation

Cornelia Stiller 
Strand 10: Essentials of science – Development, evaluation and transfer into school practice of a competence oriented science course

Cristal Schult 
Strand 9: Interdisciplinary student studies on the urban climate of the city of Cologne. Concepts for the implementation of a complex topic 

Cristane Diniz da Silva 
Strand 3: Effervescent tablets – An experimental approaching to understand chemical kinetics

Cristiano Mattos 
Strand 3: The multiple senses of science teaching at a hospital school 

Cristina Simarro 
Strand 14: Potentials and limitations of transformative research: The case of a school-based intervention towards achieving scientific competence

Dag Atle Lysne 
Strand 3: Students’ use of science and mathematics in practical projects in design & technology

Dagmara Sokolowska 
Strand 10: Intended, implemented and attained MST curricula across Europe: What can research tell us?
Strand 10: Investigating MST curriculum experienced by eleven-year-old Polish and Italian pupils

Damien Givry
Strand 3: Contributions of talk, gesture and salient elements of the setting to analyse student's ideas in science through video 
Strand 15: Preschool children understanding of a precursor model of shadow formation

Dan Sporea 
Strand 15: Romanian science teaching policy in early education

Daniel Beaufils 
Strand 6: The nature of science in science education research: A discussion about the references based on an analysis of the French science syllabuses

Daniel Manzoni de Almeida 
Strand 7: Using oral analytical tools to the investigation between student and teacher on learning within real-life circumstances regarding studies in biology

Daniele Trajano Raupp 
Strand 1: A conceptual understanding of higher education students on stereochemistry                                          

David F. Treagust 
Strand 2: The contribution of the journal Chemistry Education Research and Practice to resolving the complex nature of teaching and learning chemistry - Introduction paper to symposium

David Woitkowski 
Strand 13: Prospective physicists' and physics teachers' content knowledge - First results of a Germany-wide study

David-Samuel Di Fuccia 
Strand 1: Mathematical models in chemistry lessons 
Strand 9: Science education in out-of-school contexts

Dayle Anderson 
Strand 6: How does drama support learning about the nature of science: Contrasting narratives from the UK and NZ  
Strand 14: Broadening the frame: Towards reconciling teacher beliefs and practice in primary school science teaching 
Strand 14: Working with scientists: Impacts of a novel approach to professional development on primary teachers’ beliefs about the purposes and focus for science teaching

Deb McGregor 
Strand 6: How does drama support learning about the nature of science: Contrasting narratives from the UK and NZ 

Deirdre McCabe 
Strand 14: Profiling in-service teachers across Europe to determine their attitude to IBSE

Delia Baskerville 
Strand 6: How does drama support learning about the nature of science: Contrasting narratives from the UK and NZ 

Derek Raine
Strand 3: Scaffolding problem-based learning with module length problems

Desiree Heine 
Strand 2: Influences on the structure of scientific problem-solving processes

Diana Garasic 
Strand 14: Relationship of teachers' perception of students' knowledge and real students' knowledge acquisition

Digna Couso 
Strand 10: Teachers’ perspectives regarding a new subject: “Science for the contemporary world”
Strand 14: Potentials and limitations of transformative research: The case of a school-based intervention towards achieving scientific competence

Dimitrios Stamovlasis 
Strand 1: Is students’ knowledge on the structure of matter coherent? A latent class analysis 
Strand 2: Student high ability and achievement in science problem solving and other higher-order thinking tasks: The role of selective psychometric variables

Dimitris Psillos 
Strand 1: Raising the level of understanding through the use of dynamically linked concrete and abstract representations in virtual laboratory environments in electric circuits 
Strand 5: Enhancing students’ and student teachers’ epistemological beliefs and conceptual understanding involved in metacognitive activities during a model-based TLS about optical properties of materials

Dimitris Stavrou 
Strand 1: Pre-service primary and science teachers’ conceptions about the emergence of novel properties at the nanoscale 
Strand 16: Adapting IBSE material across Europe: Experiences from the PRI-SCI-NET FP7 project

Dirk Krueger 
Strand 6: Context-specificities in students’ understanding of models and modelling: An issue of critical importance for both assessment and teaching

Doris Elster 
Strand 13: Biodiversity loss and climate change - Inquiry in the pre-service science teacher education

Dorothee Brovelli 
Strand 13: Using vignette testing to measure student science teachers’ professional competencies

Eduardo F. Mortimer 
Strand 7: Promoting productive dialogic teaching in the classrooms: A challenge to science education

Edward Mifsud 
Strand 9: Children interpreting wildlife through natural history dioramas

Efthymis Stamoulis 
Strand 10: New Greek science curriculum (NGSC) for primary education: Promoting educational innovation under hard conditions
Strand 12: Innovative curricula by expanding designing (ICED) in science education

Eftychia Nanni
Strand 12: Innovative curricula by expanding designing (ICED) in science education

Eila Jeronen 
Strand 9: Perspectives on promoting environmental education by using senses

Eilich McLoughlin 
Strand 14: Teachers’ and students’ views on industry-related competences 
Strand 14: Bringing innovative IBSE teaching to school: A collaborative approach of university and school
Strand 14: Profiling in-service teachers across Europe to determine their attitude to IBSE

Elena Charro 
Strand 8: A comparative analysis of stakeholders’ views on science education from five different partner countries - Results of the second round of the international PROFILES curricular Delphi study on science education

Elena Siakidou 
Strand 7: An investigation of high-school students’ dialogic argumentation skills

Eleni Kolokouri 
Strand 12: Innovative curricula by expanding designing (ICED) in science education
Strand 15: Teaching practices through a CHAT curriculum in the early grades

Eleni Kyza 
Strand 3: Teachers’ scaffolding strategies in computer-supported, inquiry-oriented science classrooms 
Strand 10: Students’ and teachers’ perceptions of school-based scientific literacy priorities and practice: A cross-cultural comparison between Cyprus and Germany

Eleonora Paris 
Strand 4: From the polar regions to the schools : Teaching tools for evidence-based polar education in Italy

Elina Platova 
Strand 3: Improvement and evaluation of a laboratory work for first-semester teacher-students

Elisabetta Zibetti 
Strand 16: Adapting IBSE material across Europe: Experiences from the PRI-SCI-NET FP7 project

Elke Sumfleth 
Strand 2: Development of worked-examples enhancing scientific inquiry 
Strand 3: Professional knowledge of chemistry teachers - Video analysis of chemistry lessons
Strand 11: Predicting success of freshmen in chemistry using moderated multiple linear regression analysis

Elmar Breuer 
Strand 12: Science for street children – Results of a longterm developmental project in science education

Emilio Balzano  
Strand 12: Innovative curricula by expanding designing (ICED) in science education 
Strand 14: Communities of practice and continuous teacher professional development. Findings from eight case studies

Emilio Mariotti 
Strand 9: A multipurpose action for learning/teaching process: The Pigelleto’s summer school of physics

Enrica Giordano 
Strand 5: A three-years teaching astronomy experiment across grades 6-8

Enrico Giliberti 
Strand 13: Student teachers writing science stories: A case study

Eric Sanchez 
Strand 8: Students' personal epistemology: The impact of a game-based learning approach for sustainable development education

Eric Triquet 
Strand 16: Analysis of problem-oriented reading using the picture book La Promesse: Learning opportunities about metamophososis for 6- to 7-year-old children

Etsuji Yamaguchi 
Strand 7: Enhancing the quality of argumentation through question-focused teaching: A case study of 6th-grade primary school students in a science lesson on static electricity
Strand 13: Evaluation of Japanese pre-service teachers' arguments on global warming
Strand 15: Characteristics of science picture books liked by Japanese children in early childhood
Strand 16: Evaluation of Japanese primary science curriculum materials from the viewpoint of supporting teacher learning

Eun Ji Park 
Strand 9: Exploring science learning using smartphones in a science museum: Focusing on scaffolding

Eva Stratilova Urvalkova 
Strand 4: Design of research-based lab sheets for the acquisition of science competencies using ICT real-time experiments. Do students get the point of what they are doing? 
Strand 4: Analysis of students’ questionnaires after implementation of research-based activities on the acquisition of science competencies using sensors to real classrooms

Eva Trnova 
Strand 3: Family science education and inquiry-based science education 
Strand 13: The system of teacher education for motivational teaching of gifted students

Evan Szu 
Strand 7: A new learning progression for student argumentation in scientific contexts

Evangelia Mavrikaki 
Strand 7: Greek students’ ability in argumentation and informal reasoning about socioscientific issues related to biotechnology 
Strand 9: Development of an instrument to measure environmental literacy of post-secondary Greek students – Pilot testing and preliminary results

Evangelos Kehris 
Strand 4: A web-based educational software environment that supports students to develop and reflect on concept maps

Faisal Abdel-Fattah 
Strand 12: Linking science teachers’ quality and student achievement in TIMSS science: A comparison between Kingdom of Saudi Arabia and Republic of Singapore

Fanny Seroglou 
Strand 6: When nature of science becomes the backbone of educational design: The case of global warming 
Strand 9: “Six activities to change pupils’ science world”: Science in the courtyard

Fatima Rodriguez 
Strand 13: Pre-service science teacher education: Inquiry into professional practical problems

Federico Corni 
Strand 13: Student teachers writing science stories: A case study

Fernanda Franzolin 
Strand 10: Basic genetics content in secondary education: Comparing high school teachers’ and faculty members’ opinions with the university curriculum

Fernanda Ricci 
Strand 7: Using oral analytical tools to the investigation between student and teacher on learning within real-life circumstances regarding studies in biology

Flavia Maria Teixeira dos Santos 
Strand 7: Key features of teacher-training based on a discursive approach to science education

Florence Le Hebel 
Strand 11: Sources of difficulties in PISA science items

Franca Pagani 
Strand 14: A systematic approach to IBSE implementation in Italy: Building a model through the program "scientiam inquirendo discere" - SID

Frances Quinn 
Strand 9: Educating for sustainability in virtual worlds: Does the virtual have value?
Strand 12: Sex differences in the perceived value of outreach and museums/science centres in students’ decisions to enrol in university science, technology and engineering courses

Francesco Cuomo 
Strand 14: Communities of practice and continuous teacher professional development. Findings from eight case studies

Franco M. Talarico 
Strand 4: From the polar regions to the schools : Teaching tools for evidence-based polar education in Italy

Frank Schabitz 
Strand 9: Interdisciplinary student studies on the urban climate of the city of Cologne. Concepts for the implementation of a complex topic 

Franz Bogner 
Strand 2: Research-based coherent science teaching - assessment - learning to think for global sustainability 
Strand 9: National park and school collaboration: A long-term partnership in an Austrian alpine region

Franz X. Bogner 
Strand 14: Pathway towards a standard-based approach to teaching science by inquiry

Friederike Haskamp 
Strand 13: Biodiversity loss and climate change - Inquiry in the pre-service science teacher education

Fusako Kusunoki 
Strand 13: Development and evaluation of case method teaching materials using manga on tablet PCs: A scene awareness entry-type trial

Gabriel Gorghiu 
Strand 8: A comparative analysis of stakeholders’ views on science education from five different partner countries - Results of the second round of the international PROFILES curricular Delphi study on science education 

George Papageorgiou 
Strand 1: Is students’ knowledge on the structure of matter coherent? A latent class analysis 

Georgios Ampatzidis 
Strand 3: Towards a learning environment for challenging the idea of the balanced nature: Insights from the first cycle of research

Georgios Malandrakis 
Strand 9: Aspects of preschool student - Teachers’ understanding of the ecological footprint concept
Strand 10: New Greek science curriculum (NGSC) for primary education: Promoting educational innovation under hard conditions

Georgios Olympiou 
Strand 16: Blending physical and virtual manipulatives to improve primary school students’ learning in physics

Georgios Tsaparlis 
Strand 2: The contribution of the journal Chemistry Education Research and Practice to resolving the complex nature of teaching and learning chemistry - Introduction paper to symposium 
Strand 2: Student high ability and achievement in science problem solving and other higher-order thinking tasks: The role of selective psychometric variables 
Strand 3: Teaching and learning university electrochemistry problems: Effect of student practice in problem solving on student achievement
Strand 5: Application of chemistry modules from the PARSEL project: Effectiveness and comparison with traditional teaching

Georgios Tsitsipis 
Strand 1: Is students’ knowledge on the structure of matter coherent? A latent class analysis

Gerald Niccolai 
Strand 8: Cohering without converging: Students' use of doxa, norms and values while debating about SSI (Mexico, USA, France)

Geraldine Boivin-Delpieu 
Strand 16: Primary school science teachers’ conceptions concerning experimentation. A case study in France 

Geraldine Mooney Simmie 
Strand 13: The utilisation of a pedagogical content knowledge (PCK) lens to develop pre-service teachers’ orientations towards inquiry practice
Strand 14: Deliberative innovation in science education

German Llerena 
Strand 9: School agroecology as a motor for community and land transformations: A case study on the collaboration among community actors to promote education for sustainability school networks

Gesche Pospiech 
Strand 5: Crucial aspects of the mathematics-physics relationship in electromagnetism 
Strand 10: The EU project SECURE (Science Education Curriculum Research) in Germany (Saxony)

Giacomo Zuccarini 
Strand 1: Questioning with university students on stationarity, time evolution and connection between sets of eigenstates in quantum mechanics

Giovanni Di Pasquale 
Strand 14: A ‘blended’ model for science teacher training

Giulia Forni 
Strand 14: A systematic approach to IBSE implementation in Italy: Building a model through the program "scientiam inquirendo discere" - SID

Giulia Tasquier 
Strand 7: “Pulling the rope and letting it go”: Analyzing classroom dynamics that foster appropriation 
Strand 9: A multi-disciplinary approach to climate change 

Giuliano Reis 
Strand 13: Pre-service teachers’ perceptions of pedagogical autonomy through the examination of a public socio-scientific debate in the media

Glykeria Anyfandi 
Strand 9: Engineer project: Breaking new ground in the science education realm

Graig Bartle 
Strand 3: Scaffolding problem-based learning with module length problems

Grainne Walshe 
Strand 14: Facilitating in-service science teachers in reforming their continued professional development

Grzegorz Brzezinka 
Strand 10: Investigating MST curriculum experienced by eleven-year-old Polish and Italian pupils

Guiseppe Valitutti 
Strand 14: A ‘blended’ model for science teacher training

Hamza Dodeen 
Strand 12: Linking science teachers’ quality and student achievement in TIMSS science: A comparison between Kingdom of Saudi Arabia and Republic of Singapore

Hans U. Fuchs 
Strand 1: The narrative structure of continuum thermodynamics  
Strand 1: From image schemas to narrative structures in science 
Strand 13: Student teachers writing science stories: A case study

Hariton Polatoglou 
Strand 2: Motivating weak secondary vocational school students through participating with scientific projects in a students’ conference
Strand 4: Developing remote physics experiments to facilitate the development of competencies of secondary schools students 

Harrie M.C. Eijkelhof 
Strand 10: Curriculum policy implications of the PISA scientific literacy framework

Hassan Tairab 
Strand 12: Linking science teachers’ quality and student achievement in TIMSS science: A comparison between Kingdom of Saudi Arabia and Republic of Singapore

Heike Itzek-Greulich 
Strand 2: The impact of a science center outreach lab workshop on German 9th graders’ achievement in science

Heike Theyssen 
Strand 11: Measuring experimental skills in large-scale assessments: Developing a simulation-based test instrument 
Strand 11: Process-oriented and product-oriented assessment of experimental skills in physics: A comparison 

Heloisa Helena Oliveira de Magalhaes Couto 
Strand 4: Documentary, A look into Vila Velha 
Strand 4: Teacher training, information and communication technologies and education on health

Hideko Kuroda 
Strand 15: Characteristics of science picture books liked by Japanese children in early childhood

Hideo Funaoi 
Strand 13: Development and evaluation of case method teaching materials using manga on tablet PCs: A scene awareness entry-type trial

Hildegard Urban-Woldron 
Strand 1: Conceptual understanding of Newton’s second law – Looking behind the FCI  
Strand 4: Design of research-based lab sheets for the acquisition of science competencies using ICT real-time experiments. Do students get the point of what they are doing?
Strand 4: Implementing learning with sensors in science education: Students’ motivational orientations toward using MBL
Strand 4: Research-based future science teacher training on using ICT- enhanced inquiry activities 
Strand 11: Testing student conceptual understanding of electric circuits as a system

Hiya Almazroa 
Strand 14: Profiling in-service teachers across Europe to determine their attitude to IBSE

Holger Troeger 
Strand 3: Professional knowledge of chemistry teachers - Video analysis of chemistry lessons

Horst Schecker 
Strand 11: Measuring experimental skills in large-scale assessments: Developing a simulation-based test instrument 
Strand 11: Process-oriented and product-oriented assessment of experimental skills in physics: A comparison

Huey-Por Chang 
Strand 10: What can images tell us? -A cross-cultural comparison of images on science textbooks between Australia and Taiwan

Ian Abrahams 
Strand 1: Preliminary findings regarding students’ predictions in novel situations: The role of self-generated analogies in non-scientific reasoning

Ilana Schanin 
Strand 4: From E-learning to practice: The influence of online professional development on science teachers’ practice

Ilaria Gaudiello 
Strand 16: Adapting IBSE material across Europe: Experiences from the PRI-SCI-NET FP7 project

Ilka Parchmann 
Strand 14: Profiling in-service teachers across Europe to determine their attitude to IBSE

Ilse Bartosch 
Strand 12: The development of female gender identity and learning physics - A contradiction? 

Ines Radanovic 
Strand 14: Relationship of teachers' perception of students' knowledge and real students' knowledge acquisition

Ines Schmidt 
Strand 1: Mathematical models in chemistry lessons 
Strand 9: Science education in out-of-school contexts

Inga Kallweit 
Strand 11: Effects of self-evaluation on students’ achievements in chemistry education

Ingo Eilks 
Strand 2: Issues of sustainable development and green chemistry for innovating secondary chemistry teacher education 
Strand 7: The evaluation of role playing in the context of teaching climate change
Strand 8: The societal component in a model of relevance in science education 
Strand 8: A socio-philosophical model on the science-to-society relationship for science education

Ingrid Krumphals 
Strand 13: Physics teacher students’ professional knowledge in Austria - A comparative study of two teacher training programs

Insa Melle 
Strand 3: Diagnosis and differentiating instruction: Differentiated task assignment in chemistry education
Strand 11: Effects of self-evaluation on students’ achievements in chemistry education 

Ioanna Christonassi 
Strand 12: Innovative curricula by expanding designing (ICED) in science educationInnovative curricula by expanding designing (ICED) in science education

Ioannis Alexopoulos 
Strand 9: Engineer project: Breaking new ground in the science education realm

Ioannis Soulios 
Strand 5: Enhancing students’ and student teachers’ epistemological beliefs and conceptual understanding involved in metacognitive activities during a model-based TLS about optical properties of materials 
Strand 10: New Greek science curriculum (NGSC) for primary education: Promoting educational innovation under hard conditions

Ioannis Starakis 
Strand 16: Design, implementation and evaluation of a teaching and learning sequence concerning the moon’s apparent movement

Irina Kudenko 
Strand 2: The future of European STEM workforce: What do secondary school pupils of Europe think about STEM industry and careers
Strand 14: How to enhance CPD to maximise the measurable impact on students’ achievement in science?

Irmtraud Tuder 
Strand 1: Conceptual understanding of Newton’s second law – Looking behind the FCI

Iro Ioannou 
Strand 8: Reasoning patterns in processing multi-criteria socio-scientific decision-making situations

Isabel Martins 
Strand 8: Text and context according to discursive approaches: Readings, appropriations and implications for research and practice in science education 

Isabella Marini 
Strand 14: A systematic approach to IBSE implementation in Italy: Building a model through the program "scientiam inquirendo discere" - SID

Isidora Lopez Perez 
Strand 6: The socio-environmental problem and the nature of science and technology: Promoting a change to improve their understanding 

Italo Testa 
Strand 8: Promoting students’ use of content knowledge in SSI reasoning through laboratory activities

Iva Gurgel 
Strand 6: Beyond Wittgenstein’s silence: Some considerations about the debate realism x anti-realism in science education and a call for the philosophical plurality

Iva Stuchlikova 
Strand 10: Biology Olympiad as a model for inquiry-based approaches

Ivan Marchan Carvajal 
Strand 2: Validation of principles for the design of teaching-learning sequences that foster the transfer of learning in science education

Iwen Kobow 
Strand 8: Assessing communication competence in chemistry

Iztok Devetak 
Strand 2: Students' motivation and achievements in lower-secondary school science subjects - Slovenian profiles perspectives 
Strand 9: 12-year-old students' attitude towards and views about the environmental problems

Jack Holbrook 
Strand 14: Teachers’ and students’ views on industry-related competences

Jacques Vince 
Strand 1: Design-based research on the teaching sequence “the energy challenge in our societies”

Jairo Weber 
Strand 4: Reality in virtual space: Micro-worlds for teaching geometry 

Jakob Egg 
Strand 14: Social interactions amongst members of a community of inquiry implementing IBSE in classrooms and outside 

James Watters 
Strand 10: Vocational education in science technology, engineering and maths (STEM): Curriculum innovation through industry school partnerships

Jan Petr 
Strand 10: Biology Olympiad as a model for inquiry-based approaches

Jan Sperling 
Strand 8: The societal component in a model of relevance in science education

Jan Winkelmann 
Strand 3: Small-group practical work vs. teacher demonstration in geometrical optics

Jan-Eric Mattsson 
Strand 10: The impact of performance assessment on science education at primary school
Strand 11: Performance assessment of practical skills in science in teacher training programs useful in school
Strand 13: Aim: To practise scientific methods. Result: Personal development

Janice Griffiths 
Strand 10: Meet the scientist: The value of short interactions between scientists and secondary aged students

Jari Kukkonen 
Strand 8: Stakeholders’ views of science education: Finnish PROFILES curricular Delphi study - Second round

Jari Lavonen 
Strand 1: Upper secondary school students’ observations on dehydratation of copper sulphate pentahydrate

Jarkko Lampiselka 
Strand 1: Upper secondary school students’ observations on dehydratation of copper sulphate pentahydrate 
Strand 10: Identifying missing types of Nordic research in science education

Jeff Scott 
Strand 13: Pre-service teachers’ perceptions of pedagogical autonomy through the examination of a public socio-scientific debate in the media

Jelle Boeve-de Pauw 
Strand 9: Educational factors explaining 9th graders self-efficacy in ecological sustainable behaviours

Jenaro Guisasola – Aranzabal 
Strand 1: Electric potential: What do university students understand? 
Strand 5: Closing the gap between experimental data and concepts of electromagnetic induction

Jenna Saenger 
Strand 2: Development of worked-examples enhancing scientific inquiry

Jenny Byrne 
Strand 10: Meet the scientist: The value of short interactions between scientists and secondary aged students 
Strand 16: Adapting IBSE material across Europe: Experiences from the PRI-SCI-NET FP7 project

Jeremias Weber 
Strand 4: Using serious games and computer simulations in an authentic context for physics education

Jeremy Castera 
Strand 12: Teachers’ conceptions of biological determinism in five countries: Denmark, Estonia, Finland, France and Italy

Jesper Bruun 
Strand 2: Network workshop: Using network science to study processes of learning

Jessie Best 
Strand 10: The EU project SECURE (Science Education Curriculum Research) in Germany (Saxony)

Joana Torres 
Strand 3: Problem-based and lecture-based learning: A quasi-experimental study with natural sciences students
Strand 9: How is the reintroduction of extinct animals regarded through age? A comparative study with students from two distinct school levels
Strand 10: Questioning in natural science tests and textbooks: A look into the Portuguese curriculum

Joaquim Fernando Mendes da Silva 
Strand 3: Effervescent tablets – An experimental approaching to understand chemical kinetics

Job De Meyere 
Strand 10: Intended, implemented and attained MST curricula across Europe: What can research tell us?

Jochen Scheid 
Strand 1: Fostering the understanding of scientific experiments and phenomena through representational analysis tasks 
Strand 1: Understanding basic concepts in ray optics: A representational approach

John O' Reilly 
Strand 13: The utilisation of a pedagogical content knowledge (PCK) lens to develop pre-service teachers’ orientations towards inquiry practice

Jon James 
Strand 16: Not using scientific terminology? A study that investigates language and concept development in the primary science classroom

Jonathan Osborne 
Strand 7: A new learning progression for student argumentation in scientific contexts

Jorg Zabel 
Strand 9: Nature experience and perception of nature in Peruvian school students: Closer to nature, but still far away?

Jorge Fernandez Arroyo 
Strand 13: Pre-service science teacher education: Inquiry into professional practical problems

Jose Claudio Del Pino 
Strand 1: A conceptual understanding of higher education students on stereochemistry

Jose Luis Alonso Berrocal 
Strand 4: Wikipedia as a tool for introducing social concerns into science education

Josef Riese 
Strand 13: Physics teacher students’ professional knowledge in Austria - A comparative study of two teacher training programs 
Strand 13: Prospective physics teachers' pedagogical content knowledge - Validating a test instrument by using a think aloud study
Strand 13: Prospective physicists' and physics teachers' content knowledge - First results of a Germany-wide study

Josef Trna 
Strand 3: Family science education and inquiry-based science education 
Strand 13: The system of teacher education for motivational teaching of gifted students

Josefa Guitart Mas 
Strand 4: Design of research-based lab sheets for the acquisition of science competencies using ICT real-time experiments. Do students get the point of what they are doing? 
Strand 4: Analysis of students’ questionnaires after implementation of research-based activities on the acquisition of science competencies using sensors to real classrooms
Strand 4: Research-based future science teacher training on using ICT- enhanced inquiry activities

Josiane Tardent 
Strand 11: Modelling and assessing experimental competence: An interdisciplinary progress model for hands-on assessments

Judith Aldrian 
Strand 10: Perceptions of teachers and learners about the mathematics, science and technology curricula in two European countries

Judith M. Bennett 
Strand 3: An investigation of the effects of a novel teaching approach on students’ learning of chemical ideas

Julia Schwanewedel 
Strand 8: Does the context make a difference? Students’ ability in decision-making and the influence of contexts

Junji Amano 
Strand 12: Advanced activities using microscopes at a science museum to strongly promote children’s interest in science

Junko Iwama 
Strand 8: Significance of bioethics in science education: Opinions of Japanese university students about issues of bioethics 

Jurgen Mayer 
Strand 8: Does the context make a difference? Students’ ability in decision-making and the influence of contexts

Jurgen Schneider 
Strand 14: Social interactions amongst members of a community of inquiry implementing IBSE in classrooms and outside

Justin Dillon 
Strand 14: Social interactions amongst members of a community of inquiry implementing IBSE in classrooms and outside

Kaiser Florian G. 
Strand 2: Research-based coherent science teaching - assessment - learning to think for global sustainability

Kalle Juuti 
Strand 1: Upper secondary school students’ observations on dehydratation of copper sulphate pentahydrate

Kalypso Iordanou 
Strand 7: Promoting students’ evidence-based argumentation skills. A comparison of a dialogic argumentation vs a non-dialogic intervention

Karen Murcia 
Strand 3: Methods for multimodal analysis and representation of teaching-learning interactions in primary science lessons captured on video

Karen Rieck 
Strand 14: How can professional teachers improve science and mathematics teaching?

Karin Guedel 
Strand 5: Explicit, reflective technology education (EXRETU) – An intervention study at lower secondary school

Karin Stolpe 
Strand 2: The fundamental things apply... as time goes by: Students' long-term memories from an ecology field excursion

Karine Becu-Robinault 
Strand 16: Primary school science teachers’ conceptions concerning experimentation. A case study in France

Katarina Kimakova 
Strand 14: Inquiry based science education and collecting evidence about its impact on students – The ESTABLISH project approach

Katarina Kotulakova 
Strand 14: Inquiry based science education in continual professional development program of in-service teachers

Katerina Plakitsi 
Strand 10: New Greek science curriculum (NGSC) for primary education: Promoting educational innovation under hard conditions
Strand 12: Innovative curricula by expanding designing (ICED) in science education
Strand 15: Designing and analyzing tasks for early grades using cultural historical activity theory (CHAT)
Strand 15: Teaching practices through a CHAT curriculum in the early grades

Katharina Pollmeier 
Strand 16: Students’ perception of their physics-related instruction in the transition from primary to secondary school - A longitudinal analysis from 4th to 7th grade in Germany

Kathryn Woods-Townsend 
Strand 10: Meet the scientist: The value of short interactions between scientists and secondary aged students

Katja Freyer 
Strand 11: Predicting success of freshmen in chemistry using moderated multiple linear regression analysis

Katrin Bolsterli Bardy 
Strand 13: Using vignette testing to measure student science teachers’ professional competenciesUsing vignette testing to measure student science teachers’ professional competencies
Strand 14: The importance of competence-oriented textbook standards: The gap between teacher trainers’ and teachers’ points of view 

Keita Muratsu 
Strand 7: Enhancing the quality of argumentation through question-focused teaching: A case study of 6th-grade primary school students in a science lesson on static electricity 
Strand 13: Evaluation of Japanese pre-service teachers' arguments on global warming

Khadeeja Ibrahim-Didi 
Strand 3: Methods for multimodal analysis and representation of teaching-learning interactions in primary science lessons captured on video

Kim Lange 
Strand 16: Students’ perception of their physics-related instruction in the transition from primary to secondary school - A longitudinal analysis from 4th to 7th grade in Germany
Stand 16: Students’ physics-related interests in the transition from primary to secondary school - How do they change and what instructional practices influence them?

Klaara Kask 
Strand 14: Teachers’ and students’ views on industry-related competences

Knut Neumann 
Strand 11: Measuring experimental skills in large-scale assessments: Developing a simulation-based test instrument 
Strand 14: Investigation of the influence of professional competence on the quality of scripts

Knut Omholt 
Strand 9: Relational aesthetics and education for sustainable development

Kok-Sing Tang 
Strand 2: Designing relevant contexts in context-based science education based on students’ everyday media exposure

Konstantina Malamou 
Strand 3: Teaching and learning university electrochemistry problems: Effect of student practice in problem solving on student achievement

Kornelia Moeller 
Strand 16: Students’ perception of their physics-related instruction in the transition from primary to secondary school - A longitudinal analysis from 4th to 7th grade in Germany
Strand 16: Students’ physics-related interests in the transition from primary to secondary school - How do they change and what instructional practices influence them?Students’ physics-related interests in the transition from primary to secondary school - How do they change and what instructional practices influence them?

Kostas Vourlias 
Strand 9: “Six activities to change pupils’ science world”: Science in the courtyard

Kristina Juter 
Strand 2: The role of mathematics in the teaching and learning of physics

Kristina Zuza 
Strand 1: Electric potential: What do university students understand? 
Strand 5: Closing the gap between experimental data and concepts of electromagnetic induction

Kristine Lund 
Strand 8: Cohering without converging: Students' use of doxa, norms and values while debating about SSI (Mexico, USA, France)

Krystallia Halkia-Theodoridou 
Strand 1: The difficulties students face in predicting the outcome of an experiment 
Strand 8: Second chance schools in Greece: Science teachers’ views and practices on designing scientific literacy curricula
Strand 16: Design, implementation and evaluation of a teaching and learning sequence concerning the moon’s apparent movement

Kunio Umeno 
Strand 8: Significance of bioethics in science education: Opinions of Japanese university students about issues of bioethics

Kuo-Hua Wang 
Strand 10: What can images tell us? -A cross-cultural comparison of images on science textbooks between Australia and Taiwan

Kyriake Constantinide 
Strand 11: Development of an instrument to measure children’s systems thinking

Kyriakoula Makri 
Strand 6: The evolution of the content of geology textbooks in Greece at 19th- 20th century

L. Unsworth 
Strand 10: What can images tell us? -A cross-cultural comparison of images on science textbooks between Australia and Taiwan

Lars Bjorklund 
Strand 2: The fundamental things apply... as time goes by: Students' long-term memories from an ecology field excursion

Laura Barron 
Strand 14: Bringing innovative IBSE teaching to school: A collaborative approach of university and school
Strand 14: Profiling in-service teachers across Europe to determine their attitude to IBSE

Laura Weiss 
Strand 11: The notion of authenticity according to PISA: An empirical analysis 

Laurence Maurines 
Strand 6: The nature of science in science education research: A discussion about the references based on an analysis of the French science syllabuses

Laurence Simonneaux 
Strand 8: Formal prescriptions of a socially acute question in the curricula of agricultural vocational training courses: The case of farm animal welfare

Lauri Malmi 
Strand 10: Identifying missing types of Nordic research in science education

Lena Hansson 
Strand 2: The role of mathematics in the teaching and learning of physics 
Strand 6: Why, when and how to teach nature of science in compulsory school – Teachers’ views

Lena Kastenholz 
Strand 13: Biodiversity loss and climate change - Inquiry in the pre-service science teacher education

Lena Mareike Walper 
Strand 16: Students’ physics-related interests in the transition from primary to secondary school - How do they change and what instructional practices influence them?

Lenir Silva Abreu 
Strand 14: Science content learning for in-service primary school teachers through ‘activities that work’

Leopold Mathelitsch 
Strand 10: Perceptions of teachers and learners about the mathematics, science and technology curricula in two European countries

Lieflaender Anne K. 
Strand 2: Research-based coherent science teaching - assessment - learning to think for global sustainability

Liisa Suomela 
Strand 1: Upper secondary school students’ observations on dehydratation of copper sulphate pentahydrate 

Linda McGuigan 
Strand 15: Identifying and enhancing the science within early years holistic practice

Lissy Jakel 
Strand 13: Interest and learning in botanics, as influenced by teaching contexts

Loizos Symeou 
Strand 9: Linking education for sustainable development and science education through action community programs: The opinions of Cypriot parents

Lorenzo Santi 
Strand 5: Building vertical paths in exploring magnetic phenomena developing formal thinking 
Strand 10: Investigating MST curriculum experienced by eleven-year-old Polish and Italian pupils

Lotta Kollender 
Strand 9: Nature experience and perception of nature in Peruvian school students: Closer to nature, but still far away?

Lotta Leden 
Strand 6: Why, when and how to teach nature of science in compulsory school – Teachers’ views

Louis Trudel 
Strand 1: Favouring the understanding of parabolic motion in a video based laboratory 
Strand 1: Conceptual representations of high school students concerning the source of current: The model of the highway 
Strand 1: The notion of modeling among the students of technical college 
Strand 13: The impact of pre-service teachers' metacognition on their planning choice of technology-mediated inquiry lesson plans

Louise Bindel 
Strand 14: Bringing innovative IBSE teaching to school: A collaborative approach of university and school

Louise Lehane 
Strand 13: Insights into the inquiry orientations of a cohort of Irish and Australian pre-service science teachers using a pedagogical content knowledge (PCK) lens
Strand 13: The utilisation of a pedagogical content knowledge (PCK) lens to develop pre-service teachers’ orientations towards inquiry practice

Luciane Fernandes Goes 
Strand 14: Pedagogical content knowledge aspects of green chemistry of organic chemistry university teachers

Luciani Tavares 
Strand 3: The multiple senses of science teaching at a hospital school 

Ludovic Morge 
Strand 1: A new analogy between mechanics and electricity: pupil's misconceptions, physical quantities and electrical components

Luiz Augusto Rezende 
Strand 4: Documentary, A look into Vila Velha 
Strand 4: Teacher training, information and communication technologies and education on health
Strand 4: Video production and reception: Readings in the private mode of viewing

Luiz Caldeira Brant de Tolentino-Neto 
Strand 11: In-context items in a nation wide examination: Which knowledge and skills are actually assessed?

Lydia Schulze Heuling 
Strand 6: Explorative studies on physics teachers' notions about science and their interdependency with methods of instruction

Lyn Carter 
Strand 12: Science/mathematics teaching in Australian multilingual classrooms: A language use model

M. Rut Jimenez-Liso 
Strand 13: Does our initial training program for primary teachers really work? Design, implementation and analysis of a questionnaire
Strand 4: From the polar regions to the schools : Teaching tools for evidence-based polar education in Italy

Madlivane Elizabeth Mavhunga 
Strand 3: Can the principles of topic specific PCK be applied across topics? Teaching PCK in a pre-service programme

Magali Fuchs Gallezot 
Strand 6: The nature of science in science education research: A discussion about the references based on an analysis of the French science syllabuses

Magnus Strom Mellingsaeter 
Strand 4: Engineering students’ experiences of learning labs – A case study of physics group work
Strand 4: Engineering students’ use of the interactive whiteboard during physics group work

Maija Aksela 
Strand 4: Design of research-based lab sheets for the acquisition of science competencies using ICT real-time experiments. Do students get the point of what they are doing?
Strand 4: Research-based future science teacher training on using ICT- enhanced inquiry activities

Maik Walpuski 
Strand 2: Factors influencing the choice of course level in chemistry 
Strand 3: Improvement and evaluation of a laboratory work for first-semester teacher-students
Strand 8: Assessing communication competence in chemistry

Maja Brueckmann 
Strand 14: Investigation of the influence of professional competence on the quality of scripts

Makiko Takenaka 
Strand 13: Development and evaluation of case method teaching materials using manga on tablet PCs: A scene awareness entry-type trial

Malin Ideland 
Strand 6: Why, when and how to teach nature of science in compulsory school – Teachers’ views

Manfred Lang 
Strand 14: Deliberative innovation in science education

Manuela Welzel-Breuer 
Strand 12: Science for street children – Results of a longterm developmental project in science education 
Strand 14: Science teacher training and subject related conversations

Marc Stuckey 
Strand 8: The societal component in a model of relevance in science education 
Strand 8: A socio-philosophical model on the science-to-society relationship for science education

Marcia Teixeira Barroso 
Strand 3: Expert and novice practices in chemistry labwork and postlab session: A case study

Marco Serpico 
Strand 14: Communities of practice and continuous teacher professional development. Findings from eight case studies

Marcus Grace 
Strand 10: Meet the scientist: The value of short interactions between scientists and secondary aged students 
Strand 14: Teacher professional development in action research in the secondary physics classroom: Evaluation and impact

Mareike Burmeister 
Strand 2: Issues of sustainable development and green chemistry for innovating secondary chemistry teacher education

Marek Skorsepa
Strand 4: Design of research-based lab sheets for the acquisition of science competencies using ICT real-time experiments. Do students get the point of what they are doing?
Strand 4: Implementing learning with sensors in science education: Students’ motivational orientations toward using MBL

Margareta Ekborg 
Strand 14: Profiling in-service teachers across Europe to determine their attitude to IBSE

Maria Charalambous 
Strand 6: An investigation of pre-service teachers’ appreciation of certain aspects of the nature of science and its evolution after implementation of a structured teaching-learning sequence 

Maria Douka 
Strand 9: Aspects of preschool student - Teachers’ understanding of the ecological footprint concept

Maria Gabriela Lorenzo 
Strand 7: Teachicg organic chemistry with words at university

Maria Ganajova 
Strand 14: Inquiry based science education and collecting evidence about its impact on students – The ESTABLISH project approach

Maria Giuseppina Staderini 
Strand 14: A ‘blended’ model for science teacher training

Maria Hadjidemetri 
Strand 10: Perceptions of teachers and learners about the mathematics, science and technology curricula in two European countries

Maria Isabel Hernandez Rodriguez 
Strand 10: How do funded science education projects disseminate their outcomes to target audiences? Analysis of the current status and recommendations for more effective dissemination

Maria Jose Gil Quilez 
Strand 3: Trainee teachers in the primary classroom: The role of questions in developing a sequence of inquiry-based classes

Maria Julia Solari 
Strand 3: An analytical rubric for powerpoint® presentations: Proposal of a complementary instrument to assess pedagogical content knowledge

Maria Kallery-Vlahos 
Strand 15: In quest of teaching quality in preschool science: Teachers' views of factors influencing their work

Maria Kambouri 
Strand 1: The teaching of science in the early years: Do teachers identify children’s preconceptions?

Maria Martinez Chico 
Strand 13: Does our initial training program for primary teachers really work? Design, implementation and analysis of a questionnaire

Maria Orolinova 
Strand 14: Inquiry based science education in continual professional development program of in-service teachers

Maria-Antonia Manassero-Mas 
Strand 6: Teaching sequences to understand nature of science: A new methodology to evaluate learning improvements
Strand 12: The choice of science and technology careers in Latin countries 
Strand 13: Teaching the nature of science to science teachers: A case analysis in pre-service training

Marian Kires 
Strand 14: Inquiry based science education and collecting evidence about its impact on students – The ESTABLISH project approach

Mariana Levin 
Strand 7: “Pulling the rope and letting it go”: Analyzing classroom dynamics that foster appropriation

Marianna Kalaitsidaki 
Strand 16: Adapting IBSE material across Europe: Experiences from the PRI-SCI-NET FP7 project

Marianne Korner 
Strand 2: Cross-age peer tutoring in electricity: Comparing the outcomes of tutors and tutees

Marida Ergazaki 
Strand 3: Towards a learning environment for challenging the idea of the balanced nature: Insights from the first cycle of research

Marie Ryan 
Strand 12: Irish science teachers' views on linguistic diversity in the classroom

Marie-Joelle Ramage 
Strand 6: The nature of science in science education research: A discussion about the references based on an analysis of the French science syllabuses

Marika Kapanadze 
Strand 8: A comparative analysis of stakeholders’ views on science education from five different partner countries - Results of the second round of the international PROFILES curricular Delphi study on science education

Marina Castells Llavanera 
Strand 8: Argumentation about socio-scientific issues (SSI): Scientific knowledge, beliefs and values

Mariona Espinet 
Strand 8: An analysis of context and learning environment models in science education research and practice 
Strand 9: Collaboration between school and community through agroecology: A vegetable school garden as a boundary object 
Strand 9: School agroecology as a motor for community and land transformations: A case study on the collaboration among community actors to promote education for sustainability school networks

Marios Michael 
Strand 16: Blending physical and virtual manipulatives to improve primary school students’ learning in physics

Marisa Michelini 
Strand 1: Questioning with university students on stationarity, time evolution and connection between sets of eigenstates in quantum mechanics
Strand 3: Pupils’ discussion to understand magnetic interactions 
Strand 5: Building vertical paths in exploring magnetic phenomena developing formal thinking
Strand 10: Investigating MST curriculum experienced by eleven-year-old Polish and Italian pupils

Marisa Montesano de Talavera 
Strand 6: Teaching sequences to understand nature of science: A new methodology to evaluate learning improvements

Marissa Rollnick 
Strand 3: Can the principles of topic specific PCK be applied across topics? Teaching PCK in a pre-service programme

Marja van Graf 
Strand 10: Intended, implemented and attained MST curricula across Europe: What can research tell us?

Marjatta Kaikkonen 
Strand 9: Perspectives on promoting environmental education by using senses

Mark Hackling 
Strand 3: Methods for multimodal analysis and representation of teaching-learning interactions in primary science lessons captured on video

Markus Emden 
Strand 2: Development of worked-examples enhancing scientific inquiry

Markus Hartlapp 
Strand 5: Crucial aspects of the mathematics-physics relationship in electromagnetism

Markus Rehm 
Strand 2: The impact of a science center outreach lab workshop on German 9th graders’ achievement in science 
Strand 13: Using vignette testing to measure student science teachers’ professional competencies 
Strand 14: The importance of competence-oriented textbook standards: The gap between teacher trainers’ and teachers’ points of view

Markus Wilhelm 
Strand 13: Using vignette testing to measure student science teachers’ professional competencies 
Strand 14: The importance of competence-oriented textbook standards: The gap between teacher trainers’ and teachers’ points of view

Martha Georgiou 
Strand 7: Greek students’ ability in argumentation and informal reasoning about socioscientific issues related to biotechnology

Martin Dickmann 
Strand 11: Measuring experimental skills in large-scale assessments: Developing a simulation-based test instrument

Martin Groeger 
Strand 9: Teaching chemistry in near-natural learning environments to address sustainability 

Martin Hopf 
Strand 2: Cross-age peer tutoring in electricity: Comparing the outcomes of tutors and tutees 
Strand 11: Development of a two-tier test- instrument for geometrical optics
Strand 13: Physics teacher students’ professional knowledge in Austria - A comparative study of two teacher training programs

Martin Lindner 
Strand 14: Bringing innovative IBSE teaching to school: A collaborative approach of university and school

Martin Sillasen 
Strand 14: Science teachers’ individual and social learning related to IBSE in a large-scale, long-term, collaborative TPD project

Martina Kekule 
Strand 14: Inquiry based science education and collecting evidence about its impact on students – The ESTABLISH project approach

Martina Struebe 
Strand 3: Professional knowledge of chemistry teachers - Video analysis of chemistry lessons

Mary Briggs 
Strand 1: The teaching of science in the early years: Do teachers identify children’s preconceptions?

Massimiliano Malgieri 
Strand 5: Learning about magnetic force: Experiments versus theoretical explanations 
Strand 13: Reconstruction and video analysis of a thought experiment by Christiaan Huygens 

Matthias Epple 
Strand 11: Predicting success of freshmen in chemistry using moderated multiple linear regression analysis

Matthias Nuckles 
Strand 6: Explorative studies on physics teachers' notions about science and their interdependency with methods of instruction

Matthias Stadler 
Strand 14: How can professional teachers improve science and mathematics teaching?

Matthias Wilde 
Strand 10: Essentials of science – Development, evaluation and transfer into school practice of a competence oriented science course

Matti Lindh 
Strand 9: Perspectives on promoting environmental education by using senses

Mayra Garcia-Ruiz 
Strand 6: The socio-environmental problem and the nature of science and technology: Promoting a change to improve their understanding 

Meike Willeke 
Strand 10: The EU project SECURE (Science Education Curriculum Research) in Germany (Saxony)

Melanie Werner 
Strand 8: Does the context make a difference? Students’ ability in decision-making and the influence of contexts

Michail Kalogiannakis 
Strand 10: New Greek science curriculum (NGSC) for primary education: Promoting educational innovation under hard conditions 
Strand 13: Postgraduate students' facebook use in the "didactic of natural sciences in early childhood" course 

Michalis Livitzis 
Strand 10: Perceptions of teachers and learners about the mathematics, science and technology curricula in two European countries

Michalis Michaelides 
Strand 11: Development of an instrument to measure children’s systems thinking

Michalis Theocharous 
Strand 4: Which information resources do students use when they produce learning artifacts in science

Michelina Mayer 
Strand 14: A ‘blended’ model for science teacher training

Miguel Angel Quintanilla 
Strand 4: Wikipedia as a tool for introducing social concerns into science education

Miia Rannikmae 
Strand 14: Teachers’ and students’ views on industry-related competences

Miki Sakamoto 
Strand 7: Enhancing the quality of argumentation through question-focused teaching: A case study of 6th-grade primary school students in a science lesson on static electricity

Milagros De La Gandara 
Strand 3: Trainee teachers in the primary classroom: The role of questions in developing a sequence of inquiry-based classes

Miles Barker 
Strand 14: Broadening the frame: Towards reconciling teacher beliefs and practice in primary school science teaching

Mira Dulle 
Strand 9: National park and school collaboration: A long-term partnership in an Austrian alpine region

Mira Metljak 
Strand 2: Students' motivation and achievements in lower-secondary school science subjects - Slovenian profiles perspectives

Miri Kesner 
Strand 4: From E-learning to practice: The influence of online professional development on science teachers’ practice

Mirian Elisabet Almiron 
Strand 6: University students opinions on the science and technology: Contribution to social thinking

Miroslav Papacek 
Strand 10: Biology Olympiad as a model for inquiry-based approaches

Mohamed I. Mustafa 
Strand 13: The impact of pre-service teachers' metacognition on their planning choice of technology-mediated inquiry lesson plans

Mojca Jurisevic 
Strand 2: Students' motivation and achievements in lower-secondary school science subjects - Slovenian profiles perspectives

Monica Diessler 
Strand 14: A case study exploring a university teacher’s pedagogical content knowledge on mitosis

Montserrat Tortosa Moreno 
Strand 4: Design of research-based lab sheets for the acquisition of science competencies using ICT real-time experiments. Do students get the point of what they are doing?
Strand 4: Implementing learning with sensors in science education: Students’ motivational orientations toward using MBL
Strand 4: Analysis of students’ questionnaires after implementation of research-based activities on the acquisition of science competencies using sensors to real classrooms 

Moonika Teppo 
Strand 14: Teachers’ and students’ views on industry-related competences

Moritz Krell 
Strand 6: Context-specificities in students’ understanding of models and modelling: An issue of critical importance for both assessment and teaching

Muireann Sheehan 
Strand 3: A survey of the chemistry misconceptions held by Irish pre-service science teachers and the development of strategies and materials to promote understanding
Strand 13: “There is no failure except in no longer trying” Addressing the chemical misconceptions of pre-service science teachers

Mutlu Cukurova 
Strand 3: An investigation of the effects of a novel teaching approach on students’ learning of chemical ideas

Nadja Belova 
Strand 7: The evaluation of role playing in the context of teaching climate change

Neelam Panjwani 
Strand 14: Teacher’s views on inquiry based learning and their examples of inquiry–oriented approaches

Nektarios Tsagliotis 
Strand 16: Adapting IBSE material across Europe: Experiences from the PRI-SCI-NET FP7 project

Nelio Bizzo 
Strand 4: Distance continuing education: Learning management and difficulties faced by science teachers 
Strand 9: Health in Brazilian textbooks: Shadow on the social context and focus on the individual behavior 
Strand 10: Basic genetics content in secondary education: Comparing high school teachers’ and faculty members’ opinions with the university curriculum 
Strand 11: In-context items in a nation wide examination: Which knowledge and skills are actually assessed?

Nelson Rui R. Bejarano 
Strand 14: Science content learning for in-service primary school teachers through ‘activities that work’

Netkey Safi 
Strand 5: Explicit, reflective technology education (EXRETU) – An intervention study at lower secondary school

Neus Sanmarti 
Strand 2: Validation of principles for the design of teaching-learning sequences that foster the transfer of learning in science education 
Strand 10: Teachers’ perspectives regarding a new subject: “Science for the contemporary world” 
Strand 13: Detecting the implications of using research results to guide a teaching process in the class on teaching science

Neva Rebolj 
Strand 9: 12-year-old students' attitude towards and views about the environmental problems

Nicholas Zaranis 
Strand 15: The use of ICT in preschool education for the teaching of triangles

Nico Schreiber 
Strand 11: Measuring experimental skills in large-scale assessments: Developing a simulation-based test instrument 
Strand 11: Process-oriented and product-oriented assessment of experimental skills in physics: A comparison

Nicolas Kramar 
Strand 8: Students' personal epistemology: The impact of a game-based learning approach for sustainable development education

Nicos Papadouris 
Strand 5: High school students’ understanding of epistemological dimensions of energy following the enactment of a structured teaching – learning sequence 
Strand 6: An investigation of pre-service teachers’ appreciation of certain aspects of the nature of science and its evolution after implementation of a structured teaching-learning sequence 
Strand 7: An investigation of high-school students’ dialogic argumentation skills 
Strand 8: Reasoning patterns in processing multi-criteria socio-scientific decision-making situations 
Strand 16: Adapting IBSE material across Europe: Experiences from the PRI-SCI-NET FP7 project


Nikolaos Dintsios 
Strand 4: Developing remote physics experiments to facilitate the development of competencies of secondary schools students

Nikolaos Fotou 
Strand 1: Preliminary findings regarding students’ predictions in novel situations: The role of self-generated analogies in non-scientific reasoning

Nikolaos Koledinis 
Strand 13: Educating pre-school student teachers to instructional design

Nikoletta Xenofontos
Strand 4: Which information resources do students use when they produce learning artifacts in science

Nikos Kolios
Strand 10: New Greek science curriculum (NGSC) for primary education: Promoting educational innovation under hard conditions

Norma Che Lah 
Strand 2: Exploring students’ cognitive strategies in chemistry learning 

Norma Gonzalez 
Strand 3: An analytical rubric for powerpoint® presentations: Proposal of a complementary instrument to assess pedagogical content knowledge 
Strand 14: A case study exploring a university teacher’s pedagogical content knowledge on mitosis

Odilla Finlayson 
Strand 2: Research-based coherent science teaching - assessment - learning to think for global sustainability 
Strand 14: Bringing innovative IBSE teaching to school: A collaborative approach of university and school 
Strand 14: Profiling in-service teachers across Europe to determine their attitude to IBSE 
Strand 14: Teachers’ and students’ views on industry-related competences

Odysseas Knavas 
Strand 6: When nature of science becomes the backbone of educational design: The case of global warming

Olaf Krey 
Strand 2: Learners’ beliefs and conceptions about the role of mathematics in physics 
Strand 13: How to prepare teacher students for experimenting in science classes: Results of a three years evaluation study
Strand 13: Pre-service teachers’ self-efficacy beliefs for teaching physics

Olia Tsivitanidou 
Strand 11: Examining whether secondary school students make changes suggested by expert or peer assessors in the science web-portfolio

Oliver Tepner 
Strand 3: Professional knowledge of chemistry teachers - Video analysis of chemistry lessons 
Strand 13: Development of pre-service chemistry teachers’ professional knowledge

Olivia Levrini 
Strand 7: “Pulling the rope and letting it go”: Analyzing classroom dynamics that foster appropriation

Orjan Hansson 
Strand 2: The role of mathematics in the teaching and learning of physics

Orlando Aguiar Jr 
Strand 7: Promoting productive dialogic teaching in the classrooms: A challenge to science education

Orlando Gomes de Aguiar Jr 
Strand 13: Modelling-based teaching in pre-service chemistry teacher education: A historical-cultural approach

Paivi Kinnunen 
Strand 10: Identifying missing types of Nordic research in science education

Panagiota Kyriazi 
Strand 9: Development of an instrument to measure environmental literacy of post-secondary Greek students – Pilot testing and preliminary results

Panagiotis Koumaras 
Strand 10: Exploring the role of the science curriculum towards social justice

Panagiotis Piliouras 
Strand 10: New Greek science curriculum (NGSC) for primary education: Promoting educational innovation under hard conditions  
Strand 12: Innovative curricula by expanding designing (ICED) in science educationInnovative curricula by expanding designing (ICED) in science education

Paola Bortolon 
Strand 14: A systematic approach to IBSE implementation in Italy: Building a model through the program "scientiam inquirendo discere" - SID

Paola Corio 
Strand 14: Pedagogical content knowledge aspects of green chemistry of organic chemistry university teachers

Paola Fantini 
Strand 7: “Pulling the rope and letting it go”: Analyzing classroom dynamics that foster appropriation

Pascale Montpied 
Strand 11: Sources of difficulties in PISA science items

Pasquale Onorato 
Strand 5: Learning about magnetic force: Experiments versus theoretical explanations 
Strand 13: Reconstruction and video analysis of a thought experiment by Christiaan Huygens

Patricia Schneeberger 
Strand 3: How does a teacher’s action enable or not students to adopt scientific ways of acquiring knowledge? 

Patrick Loffler 
Strand 10: Applying physics models in context-based tasks in physics education  

Patrik Vogt 
Strand 2: Context-based science education by advertisement story problems: A dose-effect relationship for motivation

Paula Heron 
Strand 5: Interpreting students’ errors: Examples from electrostatics

 Pauline Hoyle 
Strand 14: How to enhance CPD to maximise the measurable impact on students’ achievement in science?

Paulo Henrique Nico Monteiro 
Strand 9: Health in Brazilian textbooks: Shadow on the social context and focus on the individual behavior 
Strand 11: In-context items in a nation wide examination: Which knowledge and skills are actually assessed?

Paulo Sergio Garcia 
Strand 4: Distance continuing education: Learning management and difficulties faced by science teachers
Strand 11: In-context items in a nation wide examination: Which knowledge and skills are actually assessed?

Peer S. Daugbjerg 
Strand 14: Science teachers' truthful narratives on interest in curriculum

Peter Childs 
Strand 3: A survey of the chemistry misconceptions held by Irish pre-service science teachers and the development of strategies and materials to promote understanding
Strand 12: Irish science teachers' views on linguistic diversity in the classroom
Strand 13: “There is no failure except in no longer trying” Addressing the chemical misconceptions of pre-service science teachers

Peter Labudde 
Strand 14: Strike the iron when it's hot - Teacher professionalization in Swiss science education

Peter Reinhold 
Strand 13: Prospective physics teachers' pedagogical content knowledge - Validating a test instrument by using a think aloud study 
Strand 13: Prospective physicists' and physics teachers' content knowledge - First results of a Germany-wide study

Peter Van Marion 
Strand 14: A school-based professional development programme for science teachers: Participants’ reports on perceived impact over time

Petr Smejkal 
Strand 4: Design of research-based lab sheets for the acquisition of science competencies using ICT real-time experiments. Do students get the point of what they are doing? 
Strand 4: Analysis of students’ questionnaires after implementation of research-based activities on the acquisition of science competencies using sensors to real classrooms

Petros Kariotoglou
Strand 13: Educating pre-school student teachers to instructional design

Philip Clarkson 
Strand 12: Science/mathematics teaching in Australian multilingual classrooms: A language use model

Philipp Kramer 
Strand 16: Adapting IBSE material across Europe: Experiences from the PRI-SCI-NET FP7 projectAdapting IBSE material across Europe: Experiences from the PRI-SCI-NET FP7 project

Philippe Lautesse 
Strand 16: Primary school science teachers’ conceptions concerning experimentation. A case study in France

Pierre Clement 
Strand 3: Horizon of human sex education in Lebanon
Strand 12: Teachers’ conceptions of biological determinism in five countries: Denmark, Estonia, Finland, France and Italy

Pinelopi Papadopoulou 
Strand 9: Aspects of preschool student - Teachers’ understanding of the ecological footprint conceptAspects of preschool student - Teachers’ understanding of the ecological footprint concept
Strand 10: New Greek science curriculum (NGSC) for primary education: Promoting educational innovation under hard conditions 
Strand 13: Educating pre-school student teachers to instructional design

Pirkko Karna 
Strand 2: Teaching methods enhancing grade nine students’ performance and attitudes towards biology

Pitt Hild 
Strand 11: Modelling and assessing experimental competence: An interdisciplinary progress model for hands-on assessments

Priya Gain 
Strand 6: How does drama support learning about the nature of science: Contrasting narratives from the UK and NZ

Qasim Al Shannag 
Strand 12: Linking science teachers’ quality and student achievement in TIMSS science: A comparison between Kingdom of Saudi Arabia and Republic of SingaporeLinking science teachers’ quality and student achievement in TIMSS science: A comparison between Kingdom of Saudi Arabia and Republic of Singapore

Rachel Mamlok-Naaman 
Strand 8: A socio-philosophical model on the science-to-society relationship for science education
Strand 8: The societal component in a model of relevance in science education

Rafael Lopez-Gay 
Strand 13: Does our initial training program for primary teachers really work? Design, implementation and analysis of a questionnaire

Rafael Porlan 
Strand 13: Pre-service science teacher education: Inquiry into professional practical problems

Raquel Rios 
Strand 9: Establishing and maintaining stem-related school-industry partnerships: Opportunities and obstacles

Renato P. dos Santos 
Strand 4: Reality in virtual space: Micro-worlds for teaching geometry
Strand 4: TATI - A logo-like interface for microworlds and simulations for physics teaching in Second Life

Riccardo Govoni 
Strand 14: A ‘blended’ model for science teacher training science teacher training

Rita de Cassia Medeiros 
Strand 8: Argumentation about socio-scientific issues (SSI): Scientific knowledge, beliefs and values

Rita Khanfour-Armale 
Strand 3: Expert and novice practices in chemistry labwork and postlab session: A case study

Robert Evans 
Strand 2: Network workshop: Using network science to study processes of learning

Roberto Nardi 
Strand 14: Approaching history and philosophy of science to the physics teaching: Reflections about a formative process for in-service teachers
Strand 14: Relations between an in-service training program and profiles of university physics professors: Deadlocks and advancement opportunities

Roger Erb 
Strand 3: Small-group practical work vs. teacher demonstration in geometrical optics

Rohaida Mohd Saat 
Strand 2: Exploring students’ cognitive strategies in chemistry learningchemistry learning 

Ron Blonder 
Strand 2: Research-based coherent science teaching - assessment - learning to think for global sustainability

Rosa Hettmannsperger 
Strand 1: Fostering the understanding of scientific experiments and phenomena through representational analysis tasks
Strand 1: Understanding basic concepts in ray optics: A representational approach

Rosanna La Torraca 
Strand 14: A systematic approach to IBSE implementation in Italy: Building a model through the program "scientiam inquirendo discere" - SID

Roser Pinto Casulleras 
Strand 4: Students’ difficulties when reading interactive scientific visual representations 
Strand 9: Establishing and maintaining stem-related school-industry partnerships: Opportunities and obstacles 
Strand 10: How do funded science education projects disseminate their outcomes to target audiences? Analysis of the current status and recommendations for more effective dissemination

Rosina Steininger 
Strand 7: How concept cartoons stimulate small-group discourse in upper secondary chemistry classes

Ruth Wheeldon 
Strand 1: Do visual models support development of scientific explanations of ionisation energy values?

Ryan Hazelton 
Strand 5: Interpreting students’ errors: Examples from electrostatics 

S. Lizette Ramos-De Robles 
Strand 9: Climate change literacy for vulnerable communities: A link between school and community

Sabrina Rossi 
Strand 5: A three-years teaching astronomy experiment across grades 6-8

Sakiko Nakashin 
Strand 13: Evaluation of Japanese pre-service teachers' arguments on global warming

Sandra Anus 
Strand 3: Diagnosis and differentiating instruction: Differentiated task assignment in chemistry education

Sandra Puddu
Strand 12: Inquiry-based learning environments to welcome the diversity of a chemistry class

Sandra Regina Teodoro Gatti 
Strand 14: Approaching history and philosophy of science to the physics teaching: Reflections about a formative process for in-service teachers

Sara Moutinho 
Strand 9: How is the reintroduction of extinct animals regarded through age? A comparative study with students from two distinct school levels.
Strand 10: Questioning in natural science tests and textbooks: A look into the Portuguese curriculum

Sarah Brady 
Strand 14: Bringing innovative IBSE teaching to school: A collaborative approach of university and school 
Strand 14: Profiling in-service teachers across Europe to determine their attitude to IBSE 
Strand 14: Teachers’ and students’ views on industry-related competences

Sarah Gretton 
Strand 3: Scaffolding problem-based learning with module length problems

Sasa Aleksij Glazar 
Strand 2: Students' motivation and achievements in lower-secondary school science subjects - Slovenian profiles perspectives

Senddey Maciel Magana 
Strand 6: The socio-environmental problem and the nature of science and technology: Promoting a change to improve their understanding

Seppo Saloranta 
Strand 9: Educational factors explaining 9th graders self-efficacy in ecological sustainable behaviours

Serena Goracci 
Strand 14: A ‘blended’ model for science teacher training 

Sergio Henrique Leal 
Strand 14: Pedagogical content knowledge aspects of green chemistry of organic chemistry university teachers

Seulkee Park 
Strand 9: Exploring science learning using smartphones in a science museum: Focusing on scaffolding

Seung-Urn Choe 
Strand 9: Exploring science learning using smartphones in a science museum: Focusing on scaffolding

Shigenori Inagaki 
Strand 7: Enhancing the quality of argumentation through question-focused teaching: A case study of 6th-grade primary school students in a science lesson on static electricity
Strand 13: Development and evaluation of case method teaching materials using manga on tablet PCs: A scene awareness entry-type trial
Strand 13: Evaluation of Japanese pre-service teachers' arguments on global warming
Strand 15: Characteristics of science picture books liked by Japanese children in early childhood

Shiho Miyake 
Strand 9: Japanese students’ attitude towards relationships between humans and wildlife

Shinichi Kamiyama 
Strand 7: Enhancing the quality of argumentation through question-focused teaching: A case study of 6th-grade primary school students in a science lesson on static electricity

Shizuo Matsubara 
Strand 8: Significance of bioethics in science education: Opinions of Japanese university students about issues of bioethics 

Shogo Kawakami 
Strand 12: Advanced activities using microscopes at a science museum to strongly promote children’s interest in science

Shulamit Kapon 
Strand 14: On the epistemic nature of pedagogical content knowledge
Strand 4: From E-learning to practice: The influence of online professional development on science teachers’ practice

Sibel Erduran 
Strand 7: Argumentation in organic chemistry education

Sibyl Wong 
Strand 3: The impact of teachers’ pedagogical knowledge of triplet relationship on their decision to teaching triplets in chemistry

Silke Mikelskis-Seifert 
Strand 6: Explorative studies on physics teachers' notions about science and their interdependency with methods of instruction

Silke Ronnebeck 
Strand 14: How can professional teachers improve science and mathematics teaching?

Silvia Frateschi Trivelato 
Strand 7: Using oral analytical tools to the investigation between student and teacher on learning within real-life circumstances regarding studies in biology

Silvia Porro 
Strand 6: University students opinions on the science and technology: Contribution to social thinking
Strand 12: Secondary school students' views on gender inequalities in science

Silvija Markic 
Strand 12: Comics in language-sensitive science lessons
Strand 12: Science teachers` PCK about teaching and learning of scientific language in science classes

Simo Tolvanen 
Strand 4: Design of research-based lab sheets for the acquisition of science competencies using ICT real-time experiments. Do students get the point of what they are doing? 
Strand 4: Research-based future science teacher training on using ICT- enhanced inquiry activities

Simone Abels 
Strand 12: Inquiry-based learning environments to welcome the diversity of a chemistry class

Soenke Graf 
Strand 14: Science teacher training and subject related conversations 

Sofoklis Sotiriou 
Strand 14: Pathway towards a standard-based approach to teaching science by inquiry

Soraya Hamed Al-Lal 
Strand 13: Pre-service science teacher education: Inquiry into professional practical problems
Strand 13: Prospective primary teachers' conceptions about science teaching: Ideas resistant to change

Spyridon Pavlides 
Strand 6: The evolution of the content of geology textbooks in Greece at 19th- 20th century

Spyros Kollas 
Strand 8: Second chance schools in Greece: Science teachers’ views and practices on designing scientific literacy curricula

Stamatia Artemi
Strand 4: Developing remote physics experiments to facilitate the development of competencies of secondary schools students 

Stefan Hahn 
Strand 10: Essentials of science – Development, evaluation and transfer into school practice of a competence oriented science course

Stefan Mutke 
Strand 13: Development of pre-service chemistry teachers’ professional knowledge

Stefan Zehetmeier 
Strand 14: How can professional teachers improve science and mathematics teaching?

Stefano Vercellati 
Strand 3: Pupils’ discussion to understand magnetic interactions 
Strand 5: Building vertical paths in exploring magnetic phenomena developing formal thinking
Strand 10: Investigating MST curriculum experienced by eleven-year-old Polish and Italian pupils

Stephan Domschke 
Strand 14: Bringing innovative IBSE teaching to school: A collaborative approach of university and school

Sue Dale Tunnicliffe 
Strand 9: Children interpreting wildlife through natural history dioramas

Susan Hill 
Strand 3: Methods for multimodal analysis and representation of teaching-learning interactions in primary science lessons captured on video

Susanne Engstrom 
Strand 14: Let the right one in! - The physics teacher and his energy education 

Susanne Metzger 
Strand 11: Modelling and assessing experimental competence: An interdisciplinary progress model for hands-on assessments 

Suzanne Gatt 
Strand 8: Gauging the level of science awareness among early secondary Maltese students
Strand 16: Adapting IBSE material across Europe: Experiences from the PRI-SCI-NET FP7 project

Suzanne Kapelari 
Strand 14: Social interactions amongst members of a community of inquiry implementing IBSE in classrooms and outside

Takafumi Daikoku 
Strand 13: Development and evaluation of case method teaching materials using manga on tablet PCs: A scene awareness entry-type trial

Tamar Groves 
Strand 4: Wikipedia as a tool for introducing social concerns into science education

Tanja Barendziak 
Strand 13: Biodiversity loss and climate change - Inquiry in the pre-service science teacher education

Taro Hatogai 
Strand 8: Significance of bioethics in science education: Opinions of Japanese university students about issues of bioethics

Tasos Hovardas 
Strand 11: Examining whether secondary school students make changes suggested by expert or peer assessors in the science web-portfolio

Terence Russell 
Strand 15: Identifying and enhancing the science within early years holistic practice

Terry Lyons 
Strand 9 : Educating for sustainability in virtual worlds: Does the virtual have value? 
Strand 12: Sex differences in the perceived value of outreach and museums/science centres in students’ decisions to enrol in university science, technology and engineering courses

Thanasis Giouvanakis 
Strand 4: A web-based educational software environment that supports students to develop and reflect on concept maps

Theresa Schulte 
Strand 8: Stakeholders’ views on science education in Europe: Method and first insights of the profiles international curricular Delphi study on science education
Strand 8: Stakeholders’ views of science education: Finnish PROFILES curricular Delphi study - Second round 
Strand 8: A comparative analysis of stakeholders’ views on science education from five different partner countries - Results of the second round of the international PROFILES curricular Delphi study on science education 
Strand 8: Stakeholders’ views on empirically based concepts for science education to enhance scientific literacy – Results from the third round of the international PROFILES curricular Delphi study on science education 
Strand 10: Students’ and teachers’ perceptions of school-based scientific literacy priorities and practice: A cross-cultural comparison between Cyprus and Germany

Thilo Kleickmann 
Strand 16: Students’ perception of their physics-related instruction in the transition from primary to secondary school - A longitudinal analysis from 4th to 7th grade in Germany
Stand 16: Students’ physics-related interests in the transition from primary to secondary school - How do they change and what instructional practices influence them?

Thomas Rossbegalle 
Strand 5: Promoting a better understanding of global change phenomena – A design based research project

Thorid Rabe 
Strand 13: How to prepare teacher students for experimenting in science classes: Results of a three years evaluation study
Strand 13: Pre-service teachers’ self-efficacy beliefs for teaching physics

Timo Feierabend 
Strand 7: The evaluation of role playing in the context of teaching climate change

Tomokazu Yamamoto 
Strand 7: Enhancing the quality of argumentation through question-focused teaching: A case study of 6th-grade primary school students in a science lesson on static electricity
Strand 13: Evaluation of Japanese pre-service teachers' arguments on global warming

Tomoyuki Nogami 
Strand 9: Japanese students’ attitude towards relationships between humans and wildlife

Ton Van der Valk 
Strand 2: Training teachers to promote talent development in science students

Tuula Keinonen 
Strand 8: Stakeholders’ views of science education: Finnish PROFILES curricular Delphi study - Second round
Strand 8: A comparative analysis of stakeholders’ views on science education from five different partner countries - Results of the second round of the international PROFILES curricular Delphi study on science education 

Ulrich Trautwein 
Strand 2: The impact of a science center outreach lab workshop on German 9th graders’ achievement in science

Uri Zoller 
Strand 2: Research-based coherent science teaching - assessment - learning to think for global sustainability

Valter Forastieri Cova 
Strand 14: Science content learning for in-service primary school teachers through ‘activities that work’

Vasiliki Spiliotopoulou-Papantoniou 
Strand 2: Visual representations of the concept of periodicity across subjects: Their context and genre
Strand 7: Periodicity in mathematics and science texts: The co-deployment of visual representations and reasoning

Vasoula Papasozomenou 
Strand 16: Blending physical and virtual manipulatives to improve primary school students’ learning in physics

Veijo Meisalo 
Strand 1: Upper secondary school students’ observations on dehydratation of copper sulphate pentahydrate 
Strand 10: Identifying missing types of Nordic research in science education

Venetia Nikita 
Strand 1: Enhancement of the learning ability of adolescent students through the application of the new learning theory of biopedagogism in secondary school teaching of biology

Vera Montalbano 
Strand 1: Seeing and interacting with the invisible: A powerful tool for the learning of science 
Strand 9: A multipurpose action for learning/teaching process: The Pigelleto’s summer school of physics

Veronika Rechberger 
Strand 10: Perceptions of teachers and learners about the mathematics, science and technology curricula in two European countries

Vesa-Matti Tauriainen 
Strand 9: Perspectives on promoting environmental education by using senses

Victor Lopez Simo 
Strand 4: Students’ difficulties when reading interactive scientific visual representations

Vincent Richard 
Strand 6: For an enrichment and renewal of the conception of “nature of science” in science education

Vincent Schneider 
Strand 13: Development of pre-service teachers‘ "stages of concerns" in the context of the implementation and evaluation of the new graduate course "integrated science"

Vincenzo Boccardi 
Strand 14: A ‘blended’ model for science teacher training

Vinicius Catao de Assis Souza 
Strand 13: Modelling-based teaching in pre-service chemistry teacher education: A historical-cultural approach

Vogrinc Janez 
Strand 2: Students' motivation and achievements in lower-secondary school science subjects - Slovenian profiles perspectives

Vojtech Zak
Strand 14: Inquiry based science education and collecting evidence about its impact on students – The ESTABLISH project approach

Wagner Goncalves Bastos 
Strand 4: Video production and reception: Readings in the private mode of viewing

Willeke Rietdijk 
Strand 10: Meet the scientist: The value of short interactions between scientists and secondary aged students
Strand 14: Teacher professional development in action research in the secondary physics classroom: Evaluation and impact

Willeke Rietdijkm Sue Dale Tunnicliffe 
Strand 16: Adapting IBSE material across Europe: Experiences from the PRI-SCI-NET FP7 project

Willem Peeters
Strand 10: Intended, implemented and attained MST curricula across Europe: What can research tell us?

Willem Peeters 
Strand 5: PCK in pedagogical coaching: Questions and needs of teachers and consequent approaches

Wolfgang Schnotz 
Strand 1: Fostering the understanding of scientific experiments and phenomena through representational analysis tasks
Strand 1: Understanding basic concepts in ray optics: A representational approach

Xarikleia Theodoraki 
Strand 12: Innovative curricula by expanding designing (ICED) in science education
Strand 15: Designing and analyzing tasks for early grades using cultural historical activity theory (CHAT)Designing and analyzing tasks for early grades using cultural historical activity theory (CHAT)

Xochitl Barbosa Carmona 
Strand 9: Climate change literacy for vulnerable communities: A link between school and community

Yann Lhoste 
Strand 3: How does a teacher’s action enable or not students to adopt scientific ways of acquiring knowledge? 

Yao-Chou Ho 
Strand 1: Intuitive rules: An effective way to probe children’s alternative conceptions and enhance conceptual change

Yiannis Georgiou 
Strand 10: Students’ and teachers’ perceptions of school-based scientific literacy priorities and practice: A cross-cultural comparison between Cyprus and Germany

Yossi Elran 
Strand 4: From E-learning to practice: The influence of online professional development on science teachers’ practice

Yun-Ping Ge 
Strand 10: What can images tell us? -A cross-cultural comparison of images on science textbooks between Australia and Taiwan

Yvonne Gramzow 
Strand 13: Prospective physics teachers' pedagogical content knowledge - Validating a test instrument by using a think aloud study

Zacharias Zacharia 
Strand 4: Which information resources do students use when they produce learning artifacts in science 
Strand 11: Examining whether secondary school students make changes suggested by expert or peer assessors in the science web-portfolio
Starnd 16: Blending physical and virtual manipulatives to improve primary school students’ learning in physics

Zahra Alijah 
Strand 13: University-led school-based days: Strengthening initial teacher education through collaborative episodes in schools

Zaklin Luksa 
Strand 14: Relationship of teachers' perception of students' knowledge and real students' knowledge acquisition

Zoe Tsarsiotou 
Strand 6: When nature of science becomes the backbone of educational design: The case of global warming

Zuzana Jeskova 
Strand 14: Inquiry based science education and collecting evidence about its impact on students – The ESTABLISH project approach