ESERA 2013

ESERA 2013

Science Education Research For Evidence-based Teaching and Coherence in Learning

Proceedings of the ESERA 2013 Conference

ISBN 978-9963-700-77-6

General Editors: Constantinos P. Constantinou, Nicos Papadouris, Angela Hadjigeorgiou

Co-editors: Robin Millar, Jens Dolin, Justin Dillon, Andreas Redfors, Christiana Nicolaou, Petros Kariotoglou, Terence Russell, Margareta Enghag, Maria Evagorou, Kalypso Iordanou, Miriam Ossevoort, Jari Lavonen, Albert Zeyer, Andrée Tiberghien, Eleni Kyza, Fani Stylianidou, Esme Glauert, Digna Couso, Loucas Louca, Patricia Marzin-Janvier, Giorgos Olymbiou, Jan Alexis Nielsen, Marisa Michelini, Lucy Avraamidou, Dimitris Psillos, Marios Papaevripidou, Roser Pinto Casulleras, Graça Carvalho, Marianne Mortensen Foss

The goal of this electronic book is to publish improved versions of the proposals presented (after peer evaluation) at the ESERA 2013 conference. These updated versions of the papers take into account the discussion which took place during the presentation as well as the feedback received from the reviewers. A total of 960 submissions were received for the conference out of which 339 papers are included in the e-book, following the two rounds of review.

On the whole, the e-book presents a comprehensive overview of ongoing studies in Science Education Research in Europe. It represents the current interests and areas under emphasis in the ESERA community at the end of 2013.

The e-book contains sixteen parts corresponding to the 16 strands of the ESERA 2013 conference. Each part is co-edited by two or three persons, most of whom were strand chairs. The three formats of presentation made during the conference are published in this e-book. The length for a single oral presentation or poster is between 6 and 12 pages. For the symposium there are two possibilities: The whole symposium can be presented as a single paper of 6-12 pages or each contribution can be considered as a single oral presentation (6-12 pages).

All papers in this e-book correspond to communications submitted and accepted for the ESERA 2013 conference that were reviewed by two or three referees, prior to presentation in September 2013. Moreover the co- editors carried out a global reviewing of the updated versions of the papers, which were all submitted after the conference. ESERA or the editors and co-editors do not necessarily endorse or share the ideas and views presented in or implied by the articles included in this book.

The appropriate APA style for referencing this e-book is as follows: Constantinou, C. P., Papadouris, N., & Hadjigeorgiou, A. (Eds.). (2014). E-Book Proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-based Teaching and Coherence in Learning. Nicosia, Cyprus: European Science Education Research Association. ISBN: 978-9963-700-77-6

The appropriate APA style for referencing individual articles in the e-book is as follows : [Author(s)]. (2014). [Title of article], In C. P. Constantinou, N. Papadouris & A. Hadjigeorgiou (Eds.), E-Book Proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-based Teaching and Coherence in Learning. Part [strand number] (co-ed. Editors of the strand chapter), (pp.[page numbers]) Nicosia, Cyprus: European Science Education Research Association. ISBN: 978-9963-700-77-6

Download the complete ESERA Conference 2013 E-Book (138 MB)

Within this Section

Strand 1

  1. ESERA e-Book Part1
  2. Introduction
  3. Upper secondary school students’ observations on dehydratation of copper sulphate pentahydrate
  4. Mathematical models in chemistry lessons
  5. A new analogy between mechanics and electricity: Pupil’s misconceptions, physical quantities and electrical components
  6. Do visual models support development of scientific explanations of ionisation energy values?
  7. The difficulties students face in predicting the outcome of an experimentThe difficulties students face in predicting the outcome of an experiment
  8. The narrative structure of continuum thermodynamics
  9. Talking about electricity: The importance of hearing gestures as well as words
  10. The teaching of science in the early years: Do teachers identify children’s preconceptions?
  11. Is students’ knowledge on the structure of matter coherent? A latent class analysis
  12. Electric potential: What do university students understand?
  13. Fostering the understanding of scientific experiments and phenomena through representational analysis tasks
  14. Conceptual understanding of Newton’s second law – Looking behind the FCI
  15. Pre-service primary and science teachers’ conceptions about the emergence of novel properties at the nanoscale
  16. Preliminary findings regarding students’ predictions in novel situations: The role of self-generated analogies in non-scientific reasoning
  17. Understanding basic concepts in ray optics: A representational approach
  18. Intuitive rules: An effective way to probe children’s alternative conceptions and enhance conceptual change
  19. Seeing and interacting with the invisible: A powerful tool for the learning of science
  20. Raising the level of understanding through the use of dynamically linked concrete and abstract representations in virtual laboratory environments in electric circuits
  21. A conceptual understanding of higher education students on stereochemistry
  22. Favouring the understanding of parabolic motion in a video based laboratory
  23. Conceptual representations of high school students concerning the source of current: The model of the highway
  24. The notion of modeling among the students of technical college
  25. Questioning with university students on stationarity, time evolution and connection between sets of eigenstates in quantum mechanics
  26. From image schemas to narrative structures in science
  27. Design-based research on the teaching sequence “the energy challenge in our societies”
  28. Enhancement of the learning ability of adolescent students through the application of the new learning theory of biopedagogism in secondary school teaching of biology

Strand 2

  1. ESERA e-Book Part2
  2. Introduction
  3. Validation of principles for the design of teaching-learning sequences that foster the transfer of learning in science education
  4. Students’ motivation and achievements in lower-secondary school science subjects – Slovenian profiles perspectives
  5. Exploring students’ cognitive strategies in chemistry learning
  6. Influences on the structure of scientific problem-solving processes
  7. Designing relevant contexts in context-based science education based on students’ everyday media exposure
  8. The fundamental things apply… as time goes by: Students’ long The fundamental things apply… as time goes by: Students’ long-term memories from an ecology field excursion
  9. Systemizing and motivation to learn science in different science subjects
  10. Cross-age peer tutoring in electricity: Comparing the outcomes of tutors and tutees
  11. Teaching methods enhancing grade nine students’ performance and attitudes towards biology
  12. Motivating weak secondary vocational school students through participating with scientific projects in a students’ conference
  13. Visual representations of the concept of periodicity across subjects: Their context and genre
  14. The impact of a science center outreach lab workshop on German 9th graders’ achievement in science
  15. Development of worked-examples enhancing scientific inquiry
  16. Factors influencing the choice of course level in chemistry
  17. Context-based science education by advertisement story problems: A dose-effect relationship for motivation
  18. The role of mathematics in the teaching and learning of physics
  19. Network workshop: Using network science to study processes of learning
  20. The future of European STEM workforce: What do secondary school pupils of Europe think about STEM industry and careers
  21. Training teachers to promote talent development in science students
  22. Learners’ beliefs and conceptions about the role of mathematics in physics
  23. Research-based coherent science teaching – assessment – learning to think for global sustainability
  24. The contribution of the journal Chemistry Education Research and Practice to resolving the complex nature of teaching and learning chemistry – Introduction paper to symposium
  25. Issues of sustainable development and green chemistry for innovating secondary chemistry teacher education
  26. Student high ability and achievement in science problem solving and other higher-order thinking tasks: The role of selective psychometric variables

Strand 3

  1. ESERA e-Book Part3
  2. Introduction
  3. Pupils’ discussion to understand magnetic interactions
  4. An investigation of the effects of a novel teaching approach on students’ learning of chemical ideas
  5. The multiple senses of science teaching at a hospital school
  6. Students’ use of science and mathematics in practical projects in design & technology
  7. Improvement and evaluation of a laboratory work for first-semester teacher-students
  8. Towards a learning environment for challenging the idea of the balanced nature: Insights from the first cycle of research
  9. Contributions of talk, gesture and salient elements of the setting to analyse student’s ideas in science through video
  10. Methods for multimodal analysis and representation of teaching- learning interactions in primary science lessons captured on video
  11. Small-group practical work vs. teacher demonstration in geometrical optics
  12. Professional knowledge of chemistry teachers – Video analysis of chemistry lessonsProfessional knowledge of chemistry teachers – Video analysis of chemistry lessons
  13. The impact of teachers’ pedagogical knowledge of triplet relationship on their decision to teaching triplets in chemistry
  14. Building meaning in genetics trough interaction: A mix-method video analysis proposal
  15. Effervescent tablets – An experimental approaching to understand chemical kinetics
  16. Problem-based and lecture-based learning: A quasi-experimental study with natural sciences students
  17. Teachers’ scaffolding strategies in computer-supported, inquiry-oriented science classrooms
  18. Horizon of human sex education in Lebanon
  19. Expert and novice practices in chemistry labwork and postlab session: A case study
  20. Scaffolding problem-based learning with module length problems
  21. Effects of teacher intervention on learning processes of primary school students in physics
  22. Teaching and learning university electrochemistry problems: Effect of student practice in problem solving on student achievement
  23. Family science education and inquiry-based science education
  24. An analytical rubric for powerpoint® presentations: Proposal of a complementary instrument to assess pedagogical content knowledge
  25. How does a teacher’s action enable or not students to adopt scientific ways of acquiring knowledge?
  26. Trainee teachers in the primary classroom: The role of questions in developing a sequence of inquiry-based classes
  27. Can the principles of topic specific PCK be applied across topics? Teaching PCK in a pre-service programme
  28. A survey of the chemistry misconceptions held by Irish pre-service science teachers and the development of strategies and materials to promote understanding
  29. Diagnosis and differentiating instruction: Differentiated task assignment in chemistry education

Strand 4

  1. ESERA e-Book Part4
  2. Introduction
  3. Engineering students’ experiences of learning labs – A case study of physics group work
  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?
  5. Which information resources do students use when they produce learning artifacts in science
  6. Reality in virtual space: Micro-worlds for teaching geometry
  7. A web-based educational software environment that supports students to develop and reflect on concept maps
  8. Students’ difficulties when reading interactive scientific visual representations
  9. Engineering students’ use of the interactive whiteboard during physics group work
  10. Documentary, A look into Vila Velha
  11. Teacher training, information and communication technologies and education on health
  12. TATI – A logo-like interface for microworlds and simulations for physics teaching in Second Life
  13. From the polar regions to the schools : Teaching tools for evidence-based polar education in Italy
  14. Using serious games and computer simulations in an authentic context for physics education
  15. Developing remote physics experiments to facilitate the development of competencies of secondary schools students
  16. Distance continuing education: Learning management and difficulties faced by science teachers
  17. From E-learning to practice: The influence of online professional development on science teachers’ practice
  18. Wikipedia as a tool for introducing social concerns into science education
  19. Video production and reception: Readings in the private mode of viewing
  20. The use of computational molecular modeling as an external cognitive processing tool: Preliminary results of a gestural analysis
  21. Implementing learning with sensors in science education: Students’ motivational orientations toward using MBL
  22. Analysis of students questionnaires after implementation of research-based activities on the acquisition of science competencies using sensors to real classrooms
  23. Research-based future science teacher training on using ICT- enhanced inquiry activities

Strand 5

  1. ESERA e-Book Part5
  2. Introduction
  3. Application of chemistry modules from the PARSEL project: Effectiveness and comparison with traditional teaching
  4. Explicit, reflective technology education (EXRETU) – An intervention study at lower secondary school
  5. Closing the gap between experimental data and concepts of electromagnetic induction
  6. A three-years teaching astronomy experience across grades 6-8
  7. Promoting a better understanding of global change phenomena – A design based research project
  8. Enhancing students’ and student teachers’ epistemological beliefs and conceptual understanding involved in metacognitive activities during a model-based TLS about optical properties of materials
  9. Learning about magnetic force: Experiments versus theoretical explanationsLearning about magnetic force: Experiments versus theoretical explanations
  10. An attempt to help students appreciate epistemological dimensions of energy
  11. Crucial aspects of the mathematics-physics relationship in electromagnetism
  12. Interpreting students’ errors: Examples from electrostatics
  13. PCK in pedagogical coaching: Questions and needs of teachers and consequent approaches
  14. Building vertical paths in exploring magnetic phenomena developing formal thinking

Strand 6

  1. ESERA e-Book Part6
  2. Introduction
  3. 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
  4. Explorative studies on physics teachers’ notions about science and their interdependency with methods of instruction
  5. How does drama support learning about the nature of science: Contrasting narratives from the UK and NZ
  6. Beyond the Wittgenstein’s silence: Some considerations about the debate realism x anti-realism in science education and a call for the philosophical plurality
  7. Context-specificities in students’ understanding of models and modelling: An issue of critical importance for both assessment and teaching
  8. The evolution of the content of geology textbooks in Greece at 19th- 20th century
  9. Why, when and how to teach nature of science in compulsory school – Teachers’ views
  10. When nature of science becomes the backbone of educational design: The case of global warming
  11. University students opinions on the science and technology: Contribution to social thinking
  12. The socio-environmental problem and the nature of science and technology: Promoting a change to improve their understanding
  13. For an enrichment and renewal of the conception of “nature of science” in science education
  14. The nature of science in science education research: A discussion about the references based on an analysis of the French science syllabuses
  15. Teaching sequences to understand nature of science: A new methodology to evaluate learning improvements

Strand 7

  1. ESERA e-Book Part7
  2. Introduction
  3. The evaluation of role playing in the context of teaching climate change
  4. 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
  5. Key features of teacher-training based on a discursive approach to science education
  6. A new learning progression for student argumentation in scientific contexts
  7. Greek students’ ability in argumentation and informal reasoning about socioscientific issues related to biotechnology
  8. Promoting productive dialogic teaching in the classrooms: A challenge to science educationPromoting productive dialogic teaching in the classrooms: A challenge to science education
  9. How concept cartoons stimulate small-group discourse in upper secondary chemistry classes
  10. Periodicity in mathematics and science texts: The co-deployment of visual representations and reasoning
  11. Using oral analytical tools to the investigation between student and teacher on learning within real-life circumstances regarding studies in biology
  12. Promoting students’ evidence-based argumentation skills. A comparison of a dialogic argumentation vs a non-dialogic intervention
  13. Argumentation in organic chemistry education
  14. An investigation of high-school students’ dialogic argumentation skills
  15. Promoting students’ critical thinking through the design of scientific researches related to a SSI: The case of ADHD
  16. “Pulling the rope and letting it go”: Analyzing classroom dynamics that foster appropriation

Strand 8

  1. ESERA e-Book Part8
  2. Introduction
  3. The notion of “epistemological context” as a theoretical tool for science education
  4. The influence of prior knowledge about socio-scientific issues on university education students’ informal reasoning
  5. Formal prescriptions of a socially acute question in the curricula of agricultural vocational training courses: The case of farm animal welfare
  6. Second chance schools in Greece: Science teachers’ views and practices on designing scientific literacy curricula
  7. Promoting students’ use of content knowledge in SSI reasoning through laboratory activities
  8. The societal component in a model of relevance in science education
  9. Students’ personal epistemology: The impact of a game-based learning approach for sustainable development education
  10. Student alignment with the bioscience community in the GM food debate
  11. Does the context make a difference? Students’ ability in decision-making and the influence of contexts
  12. Gauging the level of science awareness among early secondary Maltese students
  13. Assessing communication competence in chemistry
  14. Significance of bioethics in science education: Opinions of Japanese university students about issues of bioethics
  15. Cohering without converging: Students’ use of doxa, norms and values while debating about SSI (Mexico, USA, France)
  16. Stakeholders’ views on science education in Europe: Method and first insights of the profiles international curricular Delphi study on science education
  17. Reasoning patterns in processing multi-criteria socio-scientific decision-making situations
  18. Argumentation about socio-scientific issues (SSI): Scientific knowledge, beliefs and values
  19. Stakeholders’ views of science education: Finnish PROFILES curricular Delphi study – Second round
  20. Text and context according to discursive approaches: Readings, appropriations and implications for research and practice in science education
  21. Cultural context for science education
  22. 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
  23. 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
  24. An analysis of context and learning environment models in science education research and practice
  25. A socio-philosophical model on the science-to-society relationship for science education

Strand 9

  1. ESERA e-Book Part9
  2. Introduction
  3. Science education in out-of-school contexts
  4. Health in Brazilian textbooks: Shadow on the social context and focus on the individual behavior
  5. Japanese students’ attitude towards relationships between humans and wildlife
  6. “Six activities to change pupils’ science world”: Science in the courtyard
  7. 12-year-old students’ attitude towards and views about the environmental problems
  8. Perspectives on promoting environmental education by using senses
  9. A multi-disciplinary approach to climate change
  10. How is the reintroduction of extinct animals regarded through age? A comparative study with students from two distinct school levels
  11. Aspects of preschool student – Teachers’ understanding of the ecological footprint concept
  12. Climate change literacy for vulnerable communities: A link between school and community
  13. Children interpreting wildlife through natural history dioramas
  14. Collaboration between school and community through agroecology: A vegetable school garden as a boundary object
  15. Educating for sustainability in virtual worlds: Does the virtual have value?
  16. Relational aesthetics and education for sustainable development
  17. Educational factors explaining 9th graders self-efficacy in ecological sustainable behaviours
  18. Engineer project: Breaking new ground in the science education realm
  19. Teaching chemistry in near-natural learning environments to address sustainability
  20. Development of an instrument to measure environmental literacy of post-secondary Greek students – Pilot testing and preliminary results
  21. Exploring science learning using smartphones in a science museum: Focusing on scaffolding
  22. Establishing and maintaining stem-related school-industry partnerships: Opportunities and obstacles
  23. Interdisciplinary student studies on the urban climate of the city of Cologne. Concepts for the implementation of a complex topic
  24. Nature experience and perception of nature in Peruvian school students: Closer to nature, but still far away?
  25. A multipurpose action for learning/teaching process: The Pigelleto’s summer school of physics
  26. Museum education, practical pedagogy and performance
  27. National park and school collaboration: A long-term partnership in an Austrian alpine region
  28. 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
  29. Linking education for sustainable development and science education through action community programs: The opinions of Cypriot parents

Strand 10

  1. ESERA e-Book Part10
  2. Introduction
  3. New Greek science curriculum (NGSC) for primary education: Promoting educational innovation under hard conditions
  4. Exploring the role of the science curriculum towards social justice
  5. Curriculum policy implications of the PISA scientific literacy framework
  6. The impact of performance assessment on science education at primary school
  7. Basic genetics content in secondary education: Comparing high school teachers’ and faculty members’ opinions with the university curriculum
  8. Biology Olympiad as a model for inquiry-based approaches
  9. What can images tell us? -A cross-cultural comparison of images on science textbooks between Australia and Taiwan
  10. How do funded science education projects disseminate their outcomes to target audiences? Analysis of the current status and recommendations for more effective dissemination
  11. Meet the scientist: The value of short interactions between scientists and secondary-aged students
  12. Vocational education in science technology, engineering and maths (STEM): Curriculum innovation through industry school partnerships
  13. Essentials of science – Development, evaluation and transfer into school practice of a competence oriented science course
  14. Teachers’ perspectives regarding a new subject: “Science for the contemporary world”
  15. Questioning in natural science tests and textbooks: A look into the Portuguese curriculum
  16. Students’ and teachers’ perceptions of school-based scientific literacy priorities and practice: A cross-cultural comparison between Cyprus and Germany
  17. The EU project SECURE (Science Education Curriculum Research) in Germany (Saxony)
  18. Intended, implemented and attained MST curricula across Europe: What can research tell us?
  19. Perceptions of teachers and learners about the mathematics, science and technology curricula in two European countries
  20. Applying physics models in context-based tasks in physics education
  21. Investigating MST curriculum experienced by eleven-year-old Polish and Italian pupils
  22. Identifying missing types of Nordic research in science education

Strand 11

  1. ESERA e-Book Part11
  2. Introduction
  3. Performance assessment of practical skills in science in teacher training programs useful in school
  4. Development of an instrument to measure children’s systems thinking
  5. Development of a two-tier test- instrument for geometrical optics
  6. Strengthening assessment in high school inquiry classrooms
  7. Analysis of student concept knowledge in kinematics
  8. Measuring experimental skills in large-scale assessments: Developing a simulation-based test instrument
  9. The notion of authenticity according to PISA: An empirical analysis
  10. Examining whether secondary school students make changes suggested by expert or peer assessors in the science web-portfolio
  11. Sources of difficulties in PISA science items
  12. In-context items in a nation wide examination: Which knowledge and skills are actually assessed?
  13. Predicting success of freshmen in chemistry using moderated multiple linear regression analysis
  14. Testing student conceptual understanding of electric circuits as a system
  15. Process-oriented and product-oriented assessment of experimental skills in physics: A comparison
  16. Modelling and assessing experimental competence: An interdisciplinary progress model for hands-on assessments
  17. Effects of self-evaluation on students’ achievements in chemistry education

Strand 12

  1. ESERA e-Book Part12
  2. Introduction
  3. Advanced activities using microscopes at a science museum to strongly promote children’s interest in science
  4. Science/mathematics teaching in Australian multilingual classrooms: A language use model
  5. Science for street children – Results of a longterm developmental project in science education
  6. Secondary school students’ views on gender inequalities in science
  7. Sex differences in the perceived value of outreach and museums/science centres in students’ decisions to enrol in university science, technology and engineering courses
  8. Irish science teachers’ views on linguistic diversity in the classroom
  9. Comics in language-sensitive science lessons
  10. Teachers’ conceptions of biological determinism in five countries: Denmark, Estonia, Finland, France and Italy
  11. The choice of science and technology careers in Latin countries
  12. Working towards inclusive education: Introducing students with special needs to scientific reasoning and methods of investigation in chemistry classes
  13. The development of female gender identity and learning physics – A contradiction?
  14. Science teachers’ PCK about teaching and learning of scientific language in science classes
  15. Innovative curricula by expanding designing (ICED) in science education
  16. Inquiry-based learning environments to welcome the diversity of a chemistry class
  17. Linking science teachers’ quality and student achievement in TIMSS science: A comparison between Kingdom of Saudi Arabia and Republic of Singapore

Strand 13

  1. ESERA e-Book Part13
  2. Introduction
  3. Postgraduate students’ facebook use in the “didactic of natural sciences in early childhood” course
  4. Development and evaluation of case method teaching materials using manga on tablet PCs: A scene awareness entry-type trial
  5. Prospective physics teachers’ pedagogical content knowledge – Validating a test instrument by using a think aloud study
  6. Prospective physicists’ and physics teachers’ content knowledge – First results of a Germany-wide study
  7. Interest and learning in botanics, as influenced by teaching contexts
  8. Teaching the nature of science to science teachers: A case analysis in pre-service training
  9. Evaluation of Japanese pre-service teachers’ arguments on global warming
  10. Educating pre-school student teachers to instructional design
  11. How to prepare teacher students for experimenting in science classes: Results of a three years evaluation study
  12. Development of pre-service chemistry teachers’ professional knowledge
  13. Using vignette testing to measure student science teachers’ professional competencies
  14. Pre-service science teacher education: Inquiry into professional practical problems
  15. Prospective primary teachers’ conceptions about science teaching: Ideas resistant to change
  16. University-led school-based days: Strengthening initial teacher education through collaborative episodes in schools
  17. The impact of pre-service teachers’ metacognition on their planning choice of technology-mediated inquiry lesson plans
  18. The utilisation of a pedagogical content knowledge (PCK) lens to develop pre-service teachers’ orientations towards inquiry practice
  19. Integrated science education of primary and middle school teachers – A reform in pre-service teacher education
  20. Does our initial training program for primary teachers really work? Design, implementation and analysis of a questionnaire
  21. Insights into the inquiry orientations of a cohort of Irish and Australian pre-service science teachers using a pedagogical content knowledge (PCK) lens
  22. Pre-service teachers’ perceptions of pedagogical autonomy through the examination of a public socio-scientific debate in the media
  23. Aim: To practise scientific methods. Result: Personal development
  24. Aim: To practise scientific methods. Result: Personal development
  25. Physics teacher students’ professional knowledge in Austria – A comparative study of two teacher training programs
  26. Development of pre-service teachers‘ “stages of concerns” in the context of the implementation and evaluation of the new graduate course “integrated science”
  27. Detecting the implications of using research results to guide a teaching process in the class on teaching science
  28. Reconstruction and video analysis of a thought experiment by Christiaan Huygens
  29. The system of teacher education for motivational teaching of gifted students
  30. Pre-service teachers’ self-efficacy beliefs for teaching physics
  31. Authentic learning environments in chemistry lessons – Reflecting inquiry-based contexts in teacher education
  32. Modelling-based teaching in pre-service chemistry teacher education: A historical-cultural approach
  33. Student teachers writing science stories: A case study
  34. “There is no failure except in no longer trying” Addressing the chemical misconceptions of pre-service science teachers

Strand 14

  1. ESERA e-Book Part14
  2. Introduction
  3. Teacher professional development in action research in the secondary physics classroom: Evaluation and impactTeacher professional development in action research in the secondary physics classroom: Evaluation and impact
  4. Strike the iron when it’s hot – Teacher professionalization in Swiss science education
  5. How to enhance CPD to maximise the measurable impact on students’ achievement in science?
  6. Social interactions amongst members of a community of inquiry implementing IBSE in classrooms and outside
  7. Science content learning for in-service primary school teachers through ‘activities that work’
  8. A systematic approach to IBSE implementation in Italy: Building a model through the program “scientiaminquirendodiscere” – SID
  9. Pathway towards a standard-based approach to teaching science by inquiry
  10. Potentials and limitations of transformative research: The case of a school-based intervention towards achieving scientific competence
  11. Communities of practice and continuous teacher professional development. Findings from eight case studies
  12. A ‘blended’ model for science teacher training Approaching history and philosophy of science to the physics teaching: Reflections about a formative process for in-service teachers
  13. Approaching history and philosophy of science to the physics teaching: Reflections about a formative process for in-service teachers
  14. Bringing innovative IBSE teaching to school: A collaborative approach of university and school
  15. Broadening the frame: Towards reconciling teacher beliefs and practice in primary school science teaching
  16. Working with scientists: Impacts of a novel approach to professional development on primary teachers’ beliefs about the purposes and focus for science teaching
  17. Science teacher training and subject related conversations
  18. Investigation of the influence of professional competence on the quality of scripts
  19. Inquiry based science education in continual professional development program of in-service teachers
  20. Facilitating in-service science teachers in reforming their continued professional development
  21. A school-based professional development programme for science teachers: Participants’ reports on perceived impact over time
  22. Science teachers’ truthful narratives on interest in curriculum
  23. Deliberative innovation in science education
  24. Profiling in-service teachers across Europe to determine their attitude to IBSE
  25. Profiling in-service teachers across Europe to determine their attitude to IBSE
  26. Teachers’ reflections over pathway CPD activities on inquiry – based teaching
  27. Inquiry based science education and collecting evidence about its impact on students – The ESTABLISH project approach
  28. Science teachers’ individual and social learning related to IBSE in a large-scale, long-term, collaborative TPD project
  29. Teachers’ and students’ views on industry-related competences
  30. How can professional teachers improve science and mathematics teaching?
  31. A case study exploring a university teacher’s pedagogical content knowledge on mitosis
  32. On the epistemic nature of pedagogical content knowledge
  33. Pedagogical content knowledge aspects of green chemistry of organic chemistry university teachers
  34. Let the right one in! – The physics teacher and his energy education
  35. Teacher’s views on inquiry based learning and their examples of inquiry–oriented approaches
  36. Relationship of teachers’ perception of students’ knowledge and real students’ knowledge acquisition
  37. Relations between an in-service training program and profiles of university physics professors: Deadlocks and advancement opportunities
  38. The importance of competence-oriented textbook standards: The gap between teacher trainers’ and teachers’ points of view

Strand 15

  1. ESERA e-Book Part15
  2. Introduction
  3. Preschool children understanding of a precursor model of shadow formation
  4. The use of ICT in preschool education for the teaching of triangles
  5. Romanian science teaching policy in early education
  6. Designing and analyzing tasks for early grades using cultural historical activity theory (CHAT)
  7. Characteristics of science picture books liked by Japanese children in early childhood
  8. Identifying and enhancing the science within early years holistic practice
  9. In quest of teaching quality in preschool science: Teachers’ views of factors influencing their work
  10. Teaching practices through a CHAT curriculum in the early grades

Strand 16

  1. ESERA e-Book Part16
  2. Introduction
  3. Primary school science teachers’ conceptions concerning experimentation. A case study in France
  4. Evaluation of Japanese primary science curriculum materials from the viewpoint of supporting teacher learning
  5. Adapting IBSE material across Europe: Experiences from the PRI-SCI-NET FP7 project
  6. Design, implementation and evaluation of a teaching and learning sequence concerning the moon’s apparent movement
  7. Blending physical and virtual manipulatives to improve primary school students’ learning in physics
  8. 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
  9. Students’ physics-related interests in the transition from primary to secondary school – How do they change and what instructional practices influence them?
  10. Not using scientific terminology? A study that investigates language and concept development in the primary science classroom
  11. Analysis of problem-oriented reading using the picture book La Promesse: Learning opportunities about metamophososis for 6- to 7-year-old children

Index of authors


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

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