Introduction, Kaisa Hahl, Kalle Juuti, Jarkko Lampiselkä, Anna Uitto and Jari Lavonen.- Section 1 - Teacher Knowledge.- Visualizing the Nature of Science: Beyond Textual?Pieces to Holistic Images in Science Education, Sibel Erduran.- Using assessment materials to stimulate improvements in teaching and learning, Robin Millar.- Chemistry teachers' perceptions and attitudes towards creativity in chemistry class, Annika Springub, Luzie Semmler, Shingo Uchinokura and Verena Pietzner.- "Creating creativity": Improving pre-service teachers' conceptions about creativity in chemistry, Markus Bliersbach and Christiane S. Reiners.- Is topic-specific PCK unique to teachers? Marissa Rollnick, Bette Davidowitz and Marietjie Potgieter.- Pedagogical Content Knowledge and Constructivist Teaching: A Hot Potato's Last Straw in Swiss Science Classrooms, Alexander F. Koch.- Section 2 - Student engagement.- Quality of SSI scenarios designed by science teachers, Kari Sormunen, Anu Hartikainen-Ahia and Ilpo Jäppinen,- The use of drama in Socio-Scientific Inquiry Based Learning, Roald P. Verhoeff.- Useful plants as potential flagship species to counteract plant blindness, Peter Pany and Christine Heidinger.- Digital Videos of Experiments Produced by Students: Learning Possibilities, Wilmo Ernesto Francisco Junior.- Section 3 - Student learning and assessment.- Making sense of 'making sense' in science education: a microgenetic multiple case study, Richard Brock and Keith S. Taber.- Student difficulties with graphs in different contexts, Lana Ivanjek, Maja Planinic, Martin Hopf and Ana Susac.- Students' mental models of human nutrition from a literature review, Aurelio Cabello-Garrido, Enrique España-Ramos and Ángel Blanco-López.- The PISA Science Assessment for 2015 and the Implications for Science Education: Uses and Abuses, Jonathan Osborne, Magnus Oskarsson, Margareta Serder and Svein Sjøberg.- Section 4 - Language in science classrooms.- Chemistry teachers' professional knowledge, classroom action and students' learning: the relevance of technical language, Holger Tröger, Elke Sumfleth and Oliver Tepner.- Analyzing Teachers' Discursive Participation in Co-Taught Science-and-English CLIL Classrooms, Laura Valdés-Sánchez and Mariona Espinet.- Multilingual contexts overview: A new positioning for STEM Teaching/learning, Philip Clarkson and Lyn Carter.- Section 5 - Professional development.- Models and modelling in elementary school pre-service teacher education: Why we need both, Digna Couso and Anna Garrido.- Designing a course for enhancing prospective teachers' inquiry competence, Marios Papaevripidou, Maria Irakleous and Zacharias C. Zacharia.- Investigating science teachers' transformations of inquiry aspects when implementing research-based teaching-learning sequences, Alessandro Zappia, Giuliana Capasso, Silvia Galano, Irene Marzoli, Luigi Smaldone and Italo Testa.- Section 6 - Expanding science teaching and learning.- Cross-curricular goals and raising the relevance of science education, Nadja Belova, Johanna Dittmar, Lena Hansson, Avi Hofstein, Jan Alexis Nielsen, Jesper Sjöström and Ingo Eilks.- Integrating Mathematics into Science: Design, Development and Evaluation of a Curriculum Model, Gráinne Walshe, Jennifer Johnston and George McClelland.- Fostering European students' STEM vocational choices, Irina Kudenko, Cristina Simarro and Roser Pintó.- The notion of praxeology as a tool to analyze educational process in science museums, Juliana Bueno and Martha Marandino.- Expanding the scope of science education: an activity-theoretical perspective, Yrjö Engeström.
