Topics and trends in current science education. 9th ESERA Conference Selected Contributions. Contributions from Science Education Research, 1.

Part 1: Overview of the book -- Overview of the book, Catherine Bruguiere, Andree Tiberghien, Pierre Clement -- Part 2: Socio-Scientific Issues -- The Need for a Public Understanding of Sciences, Isabelle Stengers -- Questions Socialement Vives and Socio-Scientific Issues: New Trends of Research to Meet the Training Needs of Post-Modern Society, Laurence Simonneaux -- Teachers’ Beliefs, Classroom Practices and Professional Development towards Socio-Scientific Issues, Virginie Albe, Catherine Barrue, Larry Bencze, Anne Kristine Byhring, Lyn Carter, Marcus Grace, Erik Knain, Dankert Kolsto, Pedro Reis and Erin Sperling -- Which perspectives are referred in students’ arguments about a Socio-scientific Issue? The case of Bears’ reintroduction in the Pyrenees, Ana Ma Domenech and Conxita Marquez -- Learning about the role and function of science in public debate as an essential component of scientific literacy, Ingo Eilks, Jan A. Nielsen, Avi Hofstein -- Exploring Secondary Students’ Arguments in the Context of Socio-scientific Issues, Dr. Fatih Caglayan Mercan, Dr. Buket Yakmaci-Guzel, and Dr. Fusun Akarsu -- Teachers’ Beliefs on Science-Technology-Society (STS) and Nature of Science (NOS): Strengths, Weaknesses, and Teaching Practice, Angel Vazquez–Alonso; Maria-Antonia Manassero–Mas; Antonio Garcia–Carmona and Antoni Bennassar-Roig -- Part 3: Teachers’ Practices and Teachers Professional Development -- Professional Learning of Science Teachers, Jan H. Van Driel -- Nanoeducation: Zooming into Teacher Professional Development Programs in Nanoscience and Technology, Ron Blonder, Ilka Parchmann, Sevil Akaygun, and Virginie Albe -- Education for Sustainable Development: An International Survey on Teachers’ Conceptions, Pierre Clement and Silvia Caravita -- Learning to Teach Science as Inquiry: Developing an Evidence-based Framework for Effective Teacher Professional Development, Barbara A. Crawford, Daniel K. Capps, Jan van Driel, Norman Lederman, Judith Lederman, Julie Luft, Sissy Wong, Aik Ling Tan , Shirley Lim, John Loughran, Kathy Smith -- Weaving Relationships in a Teaching Sequence Using ICT: A Case Study in Optics at Lower Secondary School, Suzane El Hage, Christian Buty -- Inquiry based mathematics and science education across Europe: A synopsis of various approaches and their potentials, Katrin Engeln, Silke Mikelskis-Seifert, Manfred Euler -- Measuring Chemistry Teachers’ Content Knowledge – Is it correlated to Pedagogical Content Knowledge? Oliver Tepner and Sabrina Dollny -- PART 4: The students - Multiple Perspectives -- Boys in Physics Lessons: Focus on Masculinity in an Analysis of Learning Opportunities, Josimeire M. Julio, Arnaldo M. Vaz -- Which Effective Competencies Do Students Use in PISA Assessment of Scientific Literacy? Florence Le Hebel, Pascale Montpied, Andree Tiberghien -- Development of Understanding in Chemistry, Hannah Sevian, Vicente Talanquer, Astrid M. W. Bulte, Angelica Stacy, Jennifer Claesgens -- Learning Affordances: Understanding Visitors’ Learning in Science Museum Environment, Hyeonjeong Shin, Eun Ji Park, Chan-Jong Kim -- Modelling and Assessing Experimental Competencies in Physics, Heike Theysen, Horst Schecker, Christoph Gut, Martin Hopf, Jochen Kuhn, Peter Labudde, Andreas Muller, Nico Schreiber, Patrik Vogt -- Understanding Students’ Conceptions of Electromagnetic Induction: A Semiotic Analysis, Jennifer Yeo -- Part 5 Relationships between Teaching and Learning -- Analysing Classroom Activities: Theoretical and Methodological Considerations, Gregory J. Kelly -- The Impact of a Context-led Curriculum on Different Students’ Experiences of School Science, Indira Banner & Jim Ryder -- Students’ Experienced Coherence between Chemistry and Biology in Context-Based Secondary Science Education, Hilde J. Boer, Gjalt T. Prins, Martin J. Goedhart and Kerst Th. Boersma -- The Relationship between Teaching and Learning of Chemical Bonding and Structures, Ray Lee, Maurice M. W. Cheng -- Blending Physical and Virtual Manipulatives in Physics Laboratory Experimentation, Georgios Olympiou & Zacharias C. Zacharia -- Becoming a Health Promoting School: Effects of a three year intervention on school development and pupils, Steffen Schaal -- Disagreement in ‘Ordinary’ Teaching Interactions: A Study of Argumentation in a Science Classroom, Ana Paula Souto-Silva, Danusa Munford -- Analysis of Teaching and Learning Practices in Physics and Chemistry Education: Theoretical and Methodological Issues, Patrice Venturini, Andree Tiberghien, Claudia von Aufschnaiter, Gregory Kelly, Eduardo Mortimer -- Part 6 Teaching Resources, Curriculum -- Designing a Learning Progression for Teaching and Learning about Matter in Early School Years, Andres Acher & Maria Arca -- ‘Realistic-Fiction Storybooks’ as a Resource for Problematic Questioning of Living Being with Pupils in Primary School, Catherine Bruguiere and Eric Triquet -- Nature of Science as Portrayed in the Physics Official Curricula and Textbooks in Hong Kong and on the Mainland of the People’s Republic of China, Ka Lok Cheng and Siu Ling Wong -- On the transfer of teaching-learning materials from one educational setting to another, R. Pinto, M. Hernandez, C. P. Constantinou -- CoReflect – Web-based Inquiry Learning Environments on Socio-Scientific issues, Andreas Redfors, Lena Hansson, Eleni A. Kyza, Iolie Nicolaidou, Itay Asher, Iris Tabak, Nicos Papadouris and Christakis Avraam -- Adapting web-based inquiry learning environments from one country to another: The CoReflect experience, Eleni A. Kyza, Christothea Herodotou, Iolie Nicolaidou, Andreas Redfors and Lena Hansson, Sascha Schanze, Ulf Saballus, Nicos Papadouris4, Georgia Michael.