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Views and Visions of Science Education Research -- Science Education Researchers and Research in Transition: Issues and Policies -- Research in Science Education in Europe: Retrospect and Prospect -- Science Content as Problematic - Issues for Research -- Science Education Versus Science in the Academy: Questions - Discussion - Perspectives -- Scientific Literacy �́� Conceptions and Assessment -- The Assessment of Scientific Literacy in the OECD/PISA Project -- Scientific Literacy: From Theory to Practice -- Making Formative Use of a National Summative Assessment Regime -- A Comparison of STS-teaching and Traditional Physics Lessons - On the Correlation of Physics Knowledge and Taking Action -- Students�́� Conceptions -- On the Quantum Thinking of Physics Undergraduates -- Experiences with a Modern Course in Quantum Physics -- Learning Process Studies in the Field of Fractals -- Students�́� Understandings of their Internal Structure as Revealed by Drawings --^
Personal Context and Continuity of Human Thought; Recurrent Themes in a Longitudinal Study of Pupils�́� Understanding of Scientific Phenomena -- Entities of the World and Causality in Children�́�s Thinking -- Using Media Reports of Science Research in Pupils�́� Evaluation of Evidence -- Pupils�́� Perceptions of Science Education at Primary and Secondary School -- Teachers�́� Conceptions -- Teacher Professionalism and Change: Developing a Professional Self Through Reflective Assessment -- Formative Assessment Using Concept Cartoons: Initial Teacher Training in the UK -- Teaching Chemical Equilibrium in Australian and German Senior High Schools -- The Ideas of Spanish Primary Teachers on how to Develop an Understanding of Processes in Science and their Support in Textbooks -- Pre-service Elementary Teachers Constructing the Nature and Language of Science --^
Combining Knowledge of Physics and Chemistry in Teaching: The Behaviour of a Narrow Jet of Water in the Presence of Charged Insulators -- Intuitive Rules: A Theory and its Implications to Mathematics and Science Teacher Education -- Conceptual Change �́� Teaching and Learning Processes -- Conceptual Change Research and the Teaching of Science -- Rhetoric and Science Education -- Development of Complexity through Dealing with Physical Qualities: One Type of Conceptual Change? -- On the Micro-structure of Analogical Reasoning: The Case of Understanding Chaotic Systems -- Role-playing, Conceptual Change, and the Learning Process: A Case Study of 7th Grade Pupils -- Concept Mapping as a Tool for Research in Science Education -- The Need for and the Role of Metacognition in Teaching and Learning the Particle Model -- Evolving Mental Models of Electric Circuits --^
Two Models for a Physical Situation: the Case of Optics. Students�́� Difficulties, Teachers�́� Viewpoints and Guidelines for a ?Didactic Structure? -- The Influence of a Historically Oriented Course on the Content Knowledge of Students in Optics -- Using Everyday and Scientific Conceptions for Developing Guidelines of Teaching Microbiology -- Teaching and Learning the Concept of the Model in Secondary Schools -- Conceptual Change and Student Diversity: The Case of Volcanism at Primary School -- The Development of Prospective Teachers�́� Concerns about Teaching Chemistry Topics at a Macro-micro-symbolic Interface -- How to Enhance Students�́� Motivation and Ability to Communicate in Science Class-discourse -- How do Boys and Girls use Language in Physics Classes? -- Instructional Media and Lab Work -- Improving the Use of Instructional Illustrations in Learning Chemistry -- Computing in Stereochemistry - 2D or 3D Representations? --^
Learning Physics with Multimedia- and Experimental-supported Workshop Instruction -- Generating Hypotheses in Scientific Enquiry -- Using Laboratory Work for Purposeful Learning about the Practice of Science -- University Students During Practical Work: Can We Make the Learning Process Intelligible? -- Learning About Investigations - The Teacher�́�s Role -- Point and Set Paradigms in Students�́� Handling of Experimental Measurements -- Beyond the Laboratory-learning Physics Using Real-life Contexts