Science Education in the 21st Century

Chapter 1 Conceptualizing Multiplicities of Scientific Literacy from Five Theoretical Perspectives

Chapter 2 Representations of Nature of Science in New Korean Science Textbooks: The Case of ‘Scientific Inquiry and Experimentation’

Chapter 3 Pedagogical and Content Expertise in Team-Based Learning: Re-aligning Two Teaching Perspectives in an Undergraduate Medical School

Chapter 4 A Classics Reading Approach to Nurture Epistemic Insight in a Multidisciplinary and Higher Education Context

Chapter 5 Opportunistic Science Teaching and Learning ‘Outside’ the Classroom

Chapter 6 Scientific Argumentation as an Epistemic Practice: Secondary Students’ Critique of Science Research Posters

Chapter 7 Effects of Concept Mapping Technique on Nigerian Junior Secondary School Students’ Cognitive Development and Achievement in Basic Science and Technology (Integrated Science)

Chapter 8 Embedding Multiple Modes of Representations in Open-Ended Tests on Learning Transition Elements

Chapter 9 Trustworthiness Challenge in Children’s Environmental Problem Solving in the Digital Era

Chapter 11 An Analysis of Power Play in the Subculture of Lower Track Science Classrooms

Chapter 12 Facilitating the Use of Research in Practice: Teaching Students to Plan Experiments

Chapter 13 Working Memory Capacity and Teaching and Learning of Stoichiometry

Chapter 14 Pre-service Science Teachers’ Reflections on the Field Experience: Does Context Matter?

Chapter 15 Teachers’ View on Replacing Traditional Chemistry Experiments with Green Chemistry (GC) Experiments

Chapter 16 Preliminary Results on the Value of Investing in Training for Practicing Chilean Life Science Teachers

Chapter 17 Teaching Integration of 5E Instructional Model and Flower Components

Chapter 18 Crafting Literature-Based Task—Our Journey on Viva Voce and Thought Processes

Chapter 19 Learning Trajectory of a Science Undergraduate Working as an Intern in a Research Laboratory: A Science Practice Lens

Chapter 20 The Role of Empowerment Evaluation in the Professional Development of Science Teachers in the Enactment of an Inquiry-Based Pedagogy