Last update:
Wed Nov 27 08:52:12 MST 2024
Michael R. Matthews Editorial . . . . . . . . . . . . . . . 1--9
Michael R. Matthews History, philosophy, and science
teaching: The present rapprochement . . 11--47
Alberto Cordero Science, objectivity and moral values 49--70
Horst P. Schecker The paradigmatic change in mechanics:
Implications of historical processes for
physics education . . . . . . . . . . . 71--76
Kevin C. de Berg Mathematics in science: The role of the
history of science in communicating the
significance of mathematical formalism
in science . . . . . . . . . . . . . . . 77--87
Paul Ernest The nature of mathematics: Towards a
social constructivist account . . . . . 89--100
Anonymous Book notes . . . . . . . . . . . . . . . 101--103
Anonymous News . . . . . . . . . . . . . . . . . . 104--106
Peter Davson-Galle and
Professor Martin Eger Second HPS & Science Teaching Conference 107--108
Anonymous Contributors . . . . . . . . . . . . . . 109--109
Anonymous Announcement . . . . . . . . . . . . . . 110--110
Derek Hodson Assessment of practical work . . . . . . 115--144
Robert M. Hendrick The role of history in teaching science
--- A case study . . . . . . . . . . . . 145--162
M. P. Silverman Raising questions: Philosophical
significance of controversy in science 163--179
Stellan Ohlsson The cognitive skill of theory
articulation: A neglected aspect of
science education? . . . . . . . . . . . 181--192
Jutta Lühl Teaching of social and philosophical
background to atomic theory . . . . . . 193--204
Hans-Otto Carmesin Beyond Wittgenstein's remarks on the
foundation of mathematics: Explication
of Piaget's suggestion of a biological
foundation . . . . . . . . . . . . . . . 205--215
Anonymous Book notes . . . . . . . . . . . . . . . 217--218
David Hawkins and
Tom Russell Letters . . . . . . . . . . . . . . . . 219--220
Anonymous Contributors . . . . . . . . . . . . . . 221--221
W. A. Suchting Constructivism deconstructed . . . . . . 223--254
Creso Franco and
Dominique Colinvaux-De-Dominguez Genetic epistemology, history of science
and science education . . . . . . . . . 255--271
Paul A. Kirschner Epistemology, practical work and
Academic skills in science education . . 273--299
Dolf K. Machold Is physics worth teaching? . . . . . . . 301--311
Maryvonne Hallez Teaching Huygens in the rue Huygens:
Introducing the history of 17th-century
mathematics in a junior secondary school 313--328
Anonymous Book notes . . . . . . . . . . . . . . . 329--330
Professor Glen Aikenhead and
Professor Stephen G. Brush and
Dr R. F. Price Letters . . . . . . . . . . . . . . . . 331--332
Anonymous Contributors . . . . . . . . . . . . . . 333--333
Michael R. Matthews Editorial . . . . . . . . . . . . . . . 335--336
Martin Eger Hermeneutics and science education: An
introduction . . . . . . . . . . . . . . 337--348
Helge Kragh A sense of history: History of science
and the teaching of introductory quantum
theory . . . . . . . . . . . . . . . . . 349--363
Frank Swetz Fifteenth and sixteenth century
arithmetic texts: What can we learn from
them? . . . . . . . . . . . . . . . . . 365--378
Ernst von Glasersfeld Constructivism reconstructed: A reply to
Suchting . . . . . . . . . . . . . . . . 379--384
Israel Scheffler Philosophy and the curriculum . . . . . 385--394
M. Vicentini and
Edgar Jenkins Letters . . . . . . . . . . . . . . . . 395--398
Anonymous Contributors . . . . . . . . . . . . . . 399--400
Martin Eger Hermeneutics as an approach to science:
Part I . . . . . . . . . . . . . . . . . 1--29
W. Jung Uses of cognitive science to science
education . . . . . . . . . . . . . . . 31--56
Harvey Siegel Naturalized philosophy of science and
natural science education . . . . . . . 57--68
Yannis Thomaidis Aspects of negative numbers in the early
17th century . . . . . . . . . . . . . . 69--86
Paul Ernest Constructivism, the psychology of
learning, and the nature of mathematics:
Some critical issues . . . . . . . . . . 87--93
David Oldroyd Book review . . . . . . . . . . . . . . 95--101
Anonymous Book notes . . . . . . . . . . . . . . . 103--104
Anonymous News . . . . . . . . . . . . . . . . . . 105--106
Dr. W. A. Suchting and
Jonathan S. Wolf and
Dr. Ana M. Morais and
Dr. Margaret Rutherford Letters . . . . . . . . . . . . . . . . 107--109
J. A. Rowell Developmentally-based insights for
science teaching . . . . . . . . . . . . 111--136
Richard F. Kitchener Piaget's epistemic subject and science
education: Epistemological vs.
psychological issues . . . . . . . . . . 137--148
G. Buchdahl Styles of scientific thinking . . . . . 149--167
Henry Nielsen The endless spiral . . . . . . . . . . . 169--181
Israel Kleiner Functions: Historical and pedagogical
aspects . . . . . . . . . . . . . . . . 183--209
Svante Lindqvist Review of the Danish history of
technology . . . . . . . . . . . . . . . 211--216
Anonymous Book notes . . . . . . . . . . . . . . . 217--218
Anonymous News . . . . . . . . . . . . . . . . . . 219--221
Joseph D. Ciparick Letters . . . . . . . . . . . . . . . . 223--224
Enrico Giannetto The impetus theory: Between history of
physics and science education . . . . . 227--238
Silvana Galdabini and
Ornella Rossi Using historical papers in ordinary
physics teaching at high school . . . . 239--242
Victor J. Katz Using the history of calculus to teach
calculus . . . . . . . . . . . . . . . . 243--249
I. Bernard Cohen A sense of history in science . . . . . 251--277
Michael R. Matthews Book review . . . . . . . . . . . . . . 279--284
W. A. Suchting Book review . . . . . . . . . . . . . . 285--291
Anonymous Book notes . . . . . . . . . . . . . . . 293--295
Anonymous News . . . . . . . . . . . . . . . . . . 297--297
Robert Thomas Letters . . . . . . . . . . . . . . . . 299--299
Martin Eger Hermeneutics as an approach to science:
Part II . . . . . . . . . . . . . . . . 303--328
Lewis Pyenson The ideology of Western rationality:
History of science and the European
civilizing mission . . . . . . . . . . . 329--343
Maurice G. Ebison Newtonian in mind but Aristotelian at
heart . . . . . . . . . . . . . . . . . 345--362
Nancy W. Brickhouse and
William B. Stanley and
James A. Whitson Practical reasoning and science
education: Implications for theory and
practice . . . . . . . . . . . . . . . . 363--375
Anonymous Book notes . . . . . . . . . . . . . . . 377--378
Anonymous News . . . . . . . . . . . . . . . . . . 379--380
Paul McColl Letter . . . . . . . . . . . . . . . . . 381--382
W. A. Suchting Notes on the cultural significance of
the sciences . . . . . . . . . . . . . . 1--56
Jim Garrison Suchting's `production account' of
science: Implications for science
education . . . . . . . . . . . . . . . 57--68
Peter Slezak Suchting and the sleep of Reason . . . . 69--72
Jane Roland Martin Suchting and the educational dangers of
decontextualising science . . . . . . . 73--75
Frederick William Kroon Book review . . . . . . . . . . . . . . 77--85
Bill Barton Book review . . . . . . . . . . . . . . 87--89
Anonymous Book notes . . . . . . . . . . . . . . . 91--93
Anonymous Announcement and call for papers . . . . 94--94
Anonymous News . . . . . . . . . . . . . . . . . . 95--96
Walter Jung Toward preparing students for change: A
critical discussion of the contribution
of the history of physics in physics
teaching . . . . . . . . . . . . . . . . 99--130
Susan M. Stocklmayer and
David F. Treagust A historical analysis of electric
currents in textbooks: A century of
influence on physics education . . . . . 131--154
Marthe Chandler Philosophy of gravity: Intuitions of
four-dimensional curved spacetime . . . 155--176
J. L. Heilbron The virtual oscillator as a guide to
physics students lost in Plato's cave 177--188
Antonino Drago Mach's thesis: Thermodynamics as the
basic theory for physics teaching . . . 189--198
Tony Brown Book review . . . . . . . . . . . . . . 199--203
Anonymous Book notes . . . . . . . . . . . . . . . 205--207
Anonymous News . . . . . . . . . . . . . . . . . . 209--211
Peter Machamer and
Andrea Woody A model of intelligibility in science:
Using Galileo's balance as a model for
understanding the motion of bodies . . . 215--244
Kenneth G. Tobin and
Deborah J. Tippins and
Karl Hook Referents for changing a science
curriculum: A case study of one
teacher's change in beliefs . . . . . . 245--264
Peter Slezak Sociology of scientific knowledge and
scientific education: Part I . . . . . . 265--294
Robert L. Brabenec Historical development of the
foundations of mathematics: Course
description . . . . . . . . . . . . . . 295--309
Peter Davson-Galle Philosophical criticism: Its nature and
function . . . . . . . . . . . . . . . . 311--315
Anonymous Book notes . . . . . . . . . . . . . . . 317--318
Anonymous News . . . . . . . . . . . . . . . . . . 319--320
Jonathan S. Wolf Letter . . . . . . . . . . . . . . . . . 321--321
Michael R. Matthews Editorial . . . . . . . . . . . . . . . 325--328
Peter Slezak Sociology of scientific knowledge and
science education part 2: Laboratory
life under the microscope . . . . . . . 329--355
Michael Martin Pseudoscience, the paranormal, and
science education . . . . . . . . . . . 357--371
Deborah D. Blake Revolution, revision or reversal:
Genetics --- Ethics curriculum . . . . . 373--391
Robert Sonné Cohen Individuality and common purpose: The
philosophy of science . . . . . . . . . 393--407
Zev Bechler Comment . . . . . . . . . . . . . . . . 409--411
W. A. Suchting Reply: Professor Bechler on the
conceptual structure of the scientific
revolution . . . . . . . . . . . . . . . 413--414
Anonymous Book notes . . . . . . . . . . . . . . . 415--422
Anonymous News . . . . . . . . . . . . . . . . . . 423--424
W. A. Suchting The nature of scientific thought . . . . 1--22
Mike U. Smith and
Harvey Siegel and
Joseph D. McInerney Foundational issues in evolution
education . . . . . . . . . . . . . . . 23--46
Kevin C. de Berg Revisiting the pressure-volume law in
history-what can it teach us about the
emergence of mathematical relationships
in science? . . . . . . . . . . . . . . 47--64
Ruth S. de Castro and
Anna Maria Pessoa de Carvalho The historic approach in teaching:
Analysis of an experience . . . . . . . 65--85
Jack A. Rowell and
Judith M. Pollard Raising awareness of uncertainty: A
useful addendum to courses in the
history and philosophy of science for
science teachers? . . . . . . . . . . . 87--97
Anonymous Book notes . . . . . . . . . . . . . . . 99--103
Anonymous News . . . . . . . . . . . . . . . . . . 105--106
Robert P. Crease The sculpture and the electron:
Hermeneutics of the experimental object 109--114
Fabio Bevilacqua and
Enrico Giannetto Hermeneutics and Science Education: The
role of history of science . . . . . . . 115--126
Patrick A. Heelan Quantum mechanics and the social
sciences: After hermeneutics . . . . . . 127--136
James T. Cushing Hermeneutics, underdetermination and
quantum mechanics . . . . . . . . . . . 137--146
Dimitri Ginev Between epistemology and hermeneutics 147--159
W. A. Suchting Much ado about nothing: Science and
hermeneutics . . . . . . . . . . . . . . 161--171
Martin Eger Alternative interpretations, history,
and experiment: Reply to Cushing,
Crease, Bevilacqua, and Giannetto . . . 173--188
Douglas Allchin Book notes . . . . . . . . . . . . . . . 189--193
Anonymous News . . . . . . . . . . . . . . . . . . 195--196
James T. Cushing Letter . . . . . . . . . . . . . . . . . 197--197
Nancy J. Nersessian Should physicists preach what they
practice? . . . . . . . . . . . . . . . 203--226
John M. Heffron The knowledge most worth having: Otis W.
Caldwell (1869--1947) and the rise of
the general science course . . . . . . . 227--252
O. Mcnamara Saussurian linguistics revisited: Can it
inform our interpretation of
mathematical activity? . . . . . . . . . 253--266
Eduardo F. Mortimer Conceptual change or Conceptual Profile
change? . . . . . . . . . . . . . . . . 267--285
William W. Cobern Science education as an exercise in
foreign affairs . . . . . . . . . . . . 287--302
Anonymous Book notes . . . . . . . . . . . . . . . 303--308
Enrico Giannetto Letter . . . . . . . . . . . . . . . . . 309--309
Michael R. Matthews Editorial . . . . . . . . . . . . . . . 315--316
Gerard D. Thijs and
Ed Van Den Berg Cultural factors in the origin and
remediation of alternative conceptions
in physics . . . . . . . . . . . . . . . 317--347
Neus Sanmarti and
Merce Izquierdo and
Rod Watson The substantialisation of properties in
pupils' thinking and in the history of
science . . . . . . . . . . . . . . . . 349--369
Norman G. Lederman Suchting on the nature of scientific
thought: Are we anchoring curricula in
quicksand? . . . . . . . . . . . . . . . 371--377
Stellan Ohlsson Epistemic obstacles and the marriage of
fantasy to rigor: A response to Suchting 379--389
John Dewey Science as subject-matter and as method 391--398
Douglas Allchin Book reviews . . . . . . . . . . . . . . 399--402
Anonymous Book notes . . . . . . . . . . . . . . . 403--405
Anonymous News . . . . . . . . . . . . . . . . . . 407--408
Ken Kawasaki The concepts of science in Japanese and
Western education . . . . . . . . . . . 1--20
Eva Krugly-Smolska Scientific culture, multiculturalism and
the science classroom . . . . . . . . . 21--29
Edward S. Jenkins `Beyond the seventh fold': A historical
account of a natural product chemist . . 31--49
Carlo Tarsitani and
Matilde Vicentini Scientific mental representations of
Thermodynamics . . . . . . . . . . . . . 51--68
Joseph Agassi Book review . . . . . . . . . . . . . . 69--77
Douglas Allchin Book notes . . . . . . . . . . . . . . . 79--86
Anonymous News . . . . . . . . . . . . . . . . . . 87--88
Anonymous Editorial . . . . . . . . . . . . . . . 91--99
Martin Mahner and
Mario Bunge Is religious education compatible with
science education? . . . . . . . . . . . 101--123
Tom Settle Applying scientific openmindedness to
religion and science education . . . . . 125--141
Hugh Lacey On relations between science and
religion . . . . . . . . . . . . . . . . 143--153
Harold Turner Religion: impediment or saviour of
science? . . . . . . . . . . . . . . . . 155--164
Michael Poole `\ldots for more and better religious
education' . . . . . . . . . . . . . . . 165--174
Brian E. Woolnough On the fruitful compatibility of
religious education and science . . . . 175--183
John Wren-Lewis On babies and bathwater: A
non-ideological alternative to the
Mahner/Bunge proposals for relating
science and religion in education . . . 185--188
Martin Mahner and
Mario Bunge The incompatibility of science and
religion sustained: A reply to our
critics . . . . . . . . . . . . . . . . 189--199
Peter Slezak The mind of god: Science and the search
for ultimate meaning . . . . . . . . . . 201--212
Charles Birch and
John Stenhouse Book notes . . . . . . . . . . . . . . . 213--218
Anonymous Contributors . . . . . . . . . . . . . . 219--220
Michael R. Matthews and
László Kovács Editorial . . . . . . . . . . . . . . . 221--224
George Marx The myth of the Martians and the golden
age of Hungarian science . . . . . . . . 225--234
Fabio Bevilacqua and
Enrico Giannetto The history of physics and European
physics education . . . . . . . . . . . 235--246
Arthur Stinner Providing a contextual base and a
theoretical structure to guide the
teaching of science from early years to
senior years . . . . . . . . . . . . . . 247--266
Peter Holmberg From dogmatic discussions to
observations and planned experiments:
Some examples from early aurora
borealis research in Finland . . . . . . 267--276
Nahum Kipnis The `Historical-investigative' approach
to teaching science . . . . . . . . . . 277--292
Sotirios A. Sakkopoulos and
Evagelos G. Vitoratos Empirical foundations of atomism in
ancient Greek philosophy . . . . . . . . 293--303
László Kovács Great experiments and old apparatus in
education . . . . . . . . . . . . . . . 305--308
László Kovács Jr Zoltán Bay on education and science
teaching . . . . . . . . . . . . . . . . 309--311
Juraj \vSebesta On the history of national physics in
physics teaching . . . . . . . . . . . . 313--318
Ildikó J. Vincze and
László Molnár Recent trends in teaching Astronomy . . 319--321
Anonymous News . . . . . . . . . . . . . . . . . . 323--325
Anonymous Contributors . . . . . . . . . . . . . . 327--328
Michael R. Matthews Editorial . . . . . . . . . . . . . . . 329--330
Robert Hafner and
Sylvia Culp Elaborating the structures of a science
discipline to improve problem-solving
instruction: An account of Classical
Genetics' theory structure, function,
and development . . . . . . . . . . . . 331--355
M. P. Silverman Self-directed learning: Philosophy and
implementation . . . . . . . . . . . . . 357--380
W. A. Suchting More on the nature of scientific
thought: Responses to Professors
Lederman and Ohlsson . . . . . . . . . . 381--390
Noretta Koertge Toward an integration of content and
method in the science curriculum . . . . 391--406
Anonymous News . . . . . . . . . . . . . . . . . . 407--409
Anonymous Contributors . . . . . . . . . . . . . . 411--412
Michael R. Matthews Introductory Comments on Philosophy and
Constructivism in Science Education . . 5--14
David R. Geelan Epistemological Anarchy and the Many
Forms of Constructivism . . . . . . . . 15--28
Mark H. Bickhard Constructivisms and Relativisms: A
Shopper's Guide . . . . . . . . . . . . 29--42
Richard E. Grandy Constructivisms and Objectivity:
Disentangling Metaphysics from Pedagogy 43--53
Robert Nola Constructivism in Science and Science
Education: A Philosophical Critique . . 55--83
D. C. Phillips Coming to Grips with Radical Social
Constructivisms . . . . . . . . . . . . 85--104
P. S. C. Matthews Problems with Piagetian Constructivism 105--119
Jon Ogborn Constructivist Metaphors of Learning
Science . . . . . . . . . . . . . . . . 121--133
Michael D. Hardy Von Glaserfeld's Radical Constructivism:
A Critical Review . . . . . . . . . . . 135--150
W. A. Suchting Reflections on Peter Slezak and the
'Sociology of Scientific Knowledge` . . 151--195
Michael R. Matthews A Bibliography for Philosophy and
Constructivism in Science Education . . 197--201
Robert N. Carson Science and the Ideals of Liberal
Education . . . . . . . . . . . . . . . 225--238
Michael Martin Is Christian Education Compatible With
Science Education? . . . . . . . . . . . 239--249
Alessandro Albanese and
Matilde Vicentini Why Do We Believe that an Atom is
Colourless? Reflections about the
Teaching of the Particle Model . . . . . 251--261
Ladislav Kvasz Why Don't They Understand Us? . . . . . 263--272
Tasos Patronis and
Yannis Thomaidis On the Arithmetization of School
Geometry in the Setting of Modern
Axiomatics . . . . . . . . . . . . . . . 273--290
Mansoor Niaz Can We Integrate Qualitative and
Quantitative Research in Science
Education? . . . . . . . . . . . . . . . 291--300
Jim Garrison An Alternative to von Glasersfeld's
Subjectivism in Science Education:
Deweyan Social Constructivism . . . . . 301--312
Michael Matthews Editorial . . . . . . . . . . . . . . . 323--329
Vicente Mellado Preservice Teachers` Classroom Practice
and Their Conceptions of the Nature of
Science . . . . . . . . . . . . . . . . 331--354
Kenneth Tobin and
Campbell J. McRobbie Beliefs about the Nature of Science and
the Enacted Science Curriculum . . . . . 355--371
Wolff-Michael Roth From Everyday Science to Science
Education: How Science and Technology
Studies Inspired Curriculum Design and
Classroom Research . . . . . . . . . . . 373--396
Heinz Meyling How to Change Students` Conceptions of
the Epistemology of Science . . . . . . 397--416
David C. Eichinger and
Sandra K. Abell and
Zoubeida R. Dagher Developing a Graduate Level Science
Education Course on the Nature of
Science . . . . . . . . . . . . . . . . 417--429
Robert Nola Book Review . . . . . . . . . . . . . . 431--433
Michael Matthews and
Howard Sankey Book Notes . . . . . . . . . . . . . . . 435--437
Anonymous Contributors . . . . . . . . . . . . . . 439--440
Erick Smith and
Shawn Haarer and
Jere Confrey Seeking Diversity in Mathematics
Education: Mathematical Modeling in the
Practice of Biologists and
Mathematicians . . . . . . . . . . . . . 441--472
Douglas Allchin Rekindling Phlogiston: From Classroom
Case Study to Interdisciplinary
Relationships . . . . . . . . . . . . . 473--509
Kevin C. De Berg The Development of the Concept of Work:
A Case where History Can Inform Pedagogy 511--527
Ron Good Book Review . . . . . . . . . . . . . . 529--532
Anonymous Book Notes . . . . . . . . . . . . . . . 533--538
Anonymous Contributors . . . . . . . . . . . . . . 539--540
Anonymous Erratum . . . . . . . . . . . . . . . . 541--541
Jim Garrison An Alternative to Von Glasersfeld's
Subjectivism in Science Education:
Deweyan Social Constructivism . . . . . 543--554
Sok Khim Tan Moral Values and Science Teaching: A
Malaysian School Curriculum Initiative 555--572
A. Albanese and
M. C. Danhoni Neves and
M. Vicentini Models in Science and in Education: A
Critical Review of Research on Students'
Ideas About the Earth and its Place in
the Universe . . . . . . . . . . . . . . 573--590
William J. McKinney The Educational Use of Computer Based
Science Simulations: Some Lessons from
the Philosophy of Science . . . . . . . 591--603
Anonymous Booknotes . . . . . . . . . . . . . . . 605--606
Anonymous Contributors . . . . . . . . . . . . . . 607--608
Anonymous Volume Contents . . . . . . . . . . . . 609--612
Peter Machamer Philosophy of Science: An Overview for
Educators . . . . . . . . . . . . . . . 1--11
Roger H. Stuewer History and Physics . . . . . . . . . . 13--30
Brian P. Coppola and
Douglas S. Daniels Mea Culpa: Formal Education and the
Dis-Integrated World . . . . . . . . . . 31--48
C. Gauld Solutions to the Problem of Impact in
the 17th and 18th Centuries and Teaching
Newton's Third Law Today . . . . . . . . 49--67
Alan Chalmers Retracing the Ancient Steps to Atomic
Theory . . . . . . . . . . . . . . . . . 69--84
Alberto Villani and
Sergio M. Arruda Special Theory of Relativity, Conceptual
Change and History of Science . . . . . 85--100
Anonymous Book Notes . . . . . . . . . . . . . . . 101--103
Anonymous Contributors . . . . . . . . . . . . . . 105--106
M. Niaz A Lakatosian Conceptual Change Teaching
Strategy Based on Student Ability to
Build Models with Varying Degrees of
Conceptual Understanding of Chemical
Equilibrium . . . . . . . . . . . . . . 107--127
Enrique Jímenez Gomez and
Eugenio Férnandez Duran Didactic Problems in the Concept of
Electric Potential Difference and an
Analysis of its Philogenesis . . . . . . 129--141
Stacy K. Zell Ecofeminism and the Science Classroom: A
Practical Approach . . . . . . . . . . . 143--158
C. Gauld Making More Plausible What is Hard to
Believe: Historical Justifications and
Illustrations of Newton's Third Law . . 159--172
Michael E. Gorman and
J. Kirby Robinson Using History to Teach Invention and
Design: The Case of the Telephone . . . 173--201
Elspeth Crawford Michael Faraday on the Learning of
Science and Attitudes of Mind . . . . . 203--211
Anonymous Book Notes . . . . . . . . . . . . . . . 213--217
Anonymous Contributors . . . . . . . . . . . . . . 219--220
Michael R. Matthews and
Juraj \vSebesta Editorial . . . . . . . . . . . . . . . 221--223
Juraj \vSebesta and
Rudolf Zajac Science and Education in a Totalitarian
Regime: The Case of Slovakia . . . . . . 225--229
Helge Kragh Social Constructivism, the Gospel of
Science, and the Teaching of Physics . . 231--243
Nahum Kipnis Theories as Models in Teaching Physics 245--260
Fanny Seroglou and
Panagiotis Koumaras and
Vassilis Tselfes History of Science and Instructional
Design: The Case of Electromagnetism . . 261--280
Antonio Moreno González Science in Quarantine: Academic Physics
in Spain (1750--1900) . . . . . . . . . 281--300
Alexander Vavrek The Bulgarian Academy of Sciences in
Transition from Learned Society to
Totalitarian Academy (1944--1949) . . . 301--306
Bogdan Constantinescu and
Roxana Bugoi Romanian University Physics Teaching and
Research (1860--1940) . . . . . . . . . 307--311
László Kovács Zoltán Bay and the First Moon--Radar
Experiment in Europe (Hungary, 1946) . . 313--316
Ludwik Kostro Albert Einstein's Hypothetism . . . . . 317--322
Anonymous Contributors . . . . . . . . . . . . . . 323--325
Rafael Blanco and
Mansoor Niaz Baroque Tower on a Gothic Base: A
Lakatosian Reconstruction of Students'
and Teachers' Understanding of Structure
of the Atom . . . . . . . . . . . . . . 327--360
Eduard Glas Fallibilism and the Use of History in
Mathematics Education . . . . . . . . . 361--379
J. Randy McGinnis and
J. Steve Oliver Teaching About Sound: A Select
Historical Examination of Research . . . 381--401
Martin Mahner Operationalist Fallacies in Biology . . 403--421
Anonymous Contributors . . . . . . . . . . . . . . 423--423
M. Otte Limits of Constructivism: Kant, Piaget
and Peirce . . . . . . . . . . . . . . . 425--450
F. Bevilacqua and
S. Bordoni New Contents for New Media: Pavia
Project Physics . . . . . . . . . . . . 451--469
V. Bar and
B. Zinn Similar Frameworks of
Action-at-a-Distance: Early Scientists'
and Pupils' Ideas . . . . . . . . . . . 471--491
Poul V. Thomsen The Historical--Philosophical Dimension
in Physics Teaching: Danish Experiences 493--503
Anonymous Contributors . . . . . . . . . . . . . . 505--505
Norman G. Lederman and
William F. McComas and
Michael R. Matthews Editorial . . . . . . . . . . . . . . . 507--509
William F. McComas and
Hiya Almazroa and
Michael P. Clough The Nature of Science in Science
Education: An Introduction . . . . . . . 511--532
Cathleen C. Loving Cortes' Multicultural Empowerment Model
and Generative Teaching and Learning in
Science . . . . . . . . . . . . . . . . 533--552
Ibrahim Halloun and
David Hestenes Interpreting VASS Dimensions and
Profiles for Physics Students . . . . . 553--577
Mick Nott and
Jerry Wellington Eliciting, Interpreting and Developing
Teachers' Understandings of the Nature
of Science . . . . . . . . . . . . . . . 579--594
Norman G. Lederman and
Philip D. Wade and
Randy L. Bell Assessing the Nature of Science: What is
the Nature of Our Assessments? . . . . . 595--615
James T. Robinson Science Teaching and the Nature of
Science (orig. 1965) . . . . . . . . . . 617--634
James T. Robinson Reflections on ``Science Teaching and
the Nature of Science'' . . . . . . . . 635--642
Douglas Allchin Values in Science: An Educational
Perspective . . . . . . . . . . . . . . 1--12
Hugh Lacey Scientific Understanding and the Control
of Nature . . . . . . . . . . . . . . . 13--35
Ernan McMullin Materialist Categories . . . . . . . . . 37--44
Peter Machamer and
Heather Douglas Cognitive and Social Values . . . . . . 45--54
William E. Herfel On Social and Material Aspects of
Technological Control . . . . . . . . . 55--62
Douglas Allchin Science Gone to Seed? . . . . . . . . . 63--66
Roger T. Cross Scientific Understanding: Lacey's
`Critical Self-Consciousness' Seen as
Echoes of J. D. Bernal . . . . . . . . . 67--78
Seng Piew Loo Scientific Understanding, Control of the
Environment and Science Education . . . 79--88
Hugh Lacey On Cognitive and Social Values: A Reply
to My Critics . . . . . . . . . . . . . 89--103
Anonymous Contributors . . . . . . . . . . . . . . 105--106
Michael R. Matthews Editorial . . . . . . . . . . . . . . . 107--109
Peter Machamer Galileo and the Rhetoric of Relativity 111--120
Jürgen Teichmann Studying Galileo at Secondary School: A
Reconstruction of His `Jumping-Hill'
Experiment and the Process of Discovery 121--136
Fritz Kubli Historical Aspects in Physics Teaching:
Using Galileo's Work in a New Swiss
Project . . . . . . . . . . . . . . . . 137--150
William E. Carroll Galileo and the Interpretation of the
Bible . . . . . . . . . . . . . . . . . 151--187
Maurice A. Finocchiaro The Galileo Affair from John Milton to
John Paul II: Problems and Prospects . . 189--209
Anonymous Book Notes . . . . . . . . . . . . . . . 211--214
Anonymous Contributors . . . . . . . . . . . . . . 215--216
Olimpia Lombardi Aristotelian Physics in the Context of
Teaching Science: A
Historical--Philosophical Approach . . . 217--239
Stuart Rowlands and
Ted Graham and
John Berry Can we Speak of Alternative Frameworks
and Conceptual Change in Mechanics? . . 241--271
Yvonne J. Meichtry The Nature of Science and Scientific
Knowledge: Implications for a Preservice
Elementary Methods Course . . . . . . . 273--286
Rosária Justi and
John K. Gilbert History and Philosophy of Science
through Models: The Case of Chemical
Kinetics . . . . . . . . . . . . . . . . 287--307
Jeffrey Kovac Professional Ethics in the College and
University Science Curriculum . . . . . 309--319
Anonymous Contributors . . . . . . . . . . . . . . 321--322
Anonymous Editorial . . . . . . . . . . . . . . . 323--325
Alan Chalmers Twenty Years On: Adding the Cat's
Whiskers . . . . . . . . . . . . . . . . 327--338
John Worrall Two Cheers for Naturalised Philosophy of
Science or: Why Naturalised Philosophy
of Science is Not the Cat's Whiskers . . 339--361
Steve Clarke Empiricism, Capacities and Experiments 363--374
Greg Bamford What is the Problem of Ad Hoc
Hypotheses? . . . . . . . . . . . . . . 375--386
K. H. Sievers Toward a Direct Realist Account of
Observation . . . . . . . . . . . . . . 387--393
Alan Musgrave How To Do Without Inductive Logic . . . 395--412
Hasok Chang History and Philosophy of Science as a
Continuation of Science by Other Means 413--425
Robert Nola On the Possibility of a Scientific
Theory of Scientific Method . . . . . . 427--439
Konrad Talmont-Kaminski In Defence of the Naive Inductivist: As
Well as Some of Their Not-so-Naive
Brethren . . . . . . . . . . . . . . . . 441--447
Anonymous Contributors . . . . . . . . . . . . . . 449--450
Anonymous Editorial . . . . . . . . . . . . . . . 451--455
Eric Schwitzgebel Children's Theories and the Drive to
Explain . . . . . . . . . . . . . . . . 457--488
William F. Brewer Scientific Theories and Naive Theories
as Forms of Mental Representation:
Psychologism Revived . . . . . . . . . . 489--505
Peter W. Hewson and
John Lemberger Status and Subscribing: A Response to
Schwitzgebel . . . . . . . . . . . . . . 507--523
Richard A. Duschl and
Gedeon O. Deaák and
Kirsten M. Ellenbogen and
Douglas L. Holton Developmental and Educational
Perspectives on Theory Change: To Have
and Hold, or To Have and Hone? . . . . . 525--542
John K. Gilbert On the Explanation of Change in Science
and Cognition . . . . . . . . . . . . . 543--557
Stellan Ohlsson Theoretical Commitment and Implicit
Knowledge: Why Anomalies do not Trigger
Learning . . . . . . . . . . . . . . . . 559--574
Eric Schwitzgebel Reply to Commentators: Scientific and
Everyday Theories are of a Piece . . . . 575--582
Anonymous Contributors . . . . . . . . . . . . . . 583--584
Douglas Allchin Editorial . . . . . . . . . . . . . . . 585--587
Maura C. Flannery and
Robert Hendrick Co-Teaching and Cognitive Spaces: An
Interdisciplinary Approach to Teaching
Science to Nonmajors . . . . . . . . . . 589--603
A. Truman Schwartz Creating a Context for Chemistry . . . . 605--618
Douglas Allchin and
Elizabeth Anthony and
Jack Bristol and
Alan Dean and
David Hall and
Carl Lieb History of Science- With Labs . . . . . 619--632
David Wade Chambers Seeing a World in a Grain of Sand:
Science Teaching in Multicultural
Context . . . . . . . . . . . . . . . . 633--644
Barbara J. Tewksbury Beyond Hazards and Disasters ---
Teaching Students Geoscience by Probing
the Underlying Influence of Geology on
Human Events . . . . . . . . . . . . . . 645--663
Anonymous Contributors . . . . . . . . . . . . . . 665--666
Anonymous Editorial . . . . . . . . . . . . . . . 1--10
Thomas S. Kuhn On Learning Physics . . . . . . . . . . 11--19
Steve Fuller From Conant's Education Strategy to
Kuhn's Research Strategy . . . . . . . . 21--37
Stephen G. Brush Thomas Kuhn as a Historian of Science 39--58
Howard Sankey Kuhn's Ontological Relativism . . . . . 59--75
Robert Nola Saving Kuhn from the Sociologists of
Science . . . . . . . . . . . . . . . . 77--90
Hanne Andersen Learning by Ostension: Thomas Kuhn on
Science Education . . . . . . . . . . . 91--106
Alexander T. Levine Which Way Is Up? Thomas S. Kuhn's
Analogy to Conceptual Development in
Childhood . . . . . . . . . . . . . . . 107--122
Berry Van Berkel and
Wobbe De Vos and
Adri H. Verdonk and
Albert Pilot Normal Science Education and its
Dangers: The Case of School Chemistry 123--159
Harry L. Shipman Thomas Kuhn's Influence on Astronomers 161--171
Stellan Ohlsson Falsification, Anomalies and the
Naturalistic Approach to Cognitive
Change . . . . . . . . . . . . . . . . . 173--186
Cathleen C. Loving and
William W. Cobern Invoking Thomas Kuhn: What Citation
Analysis Reveals about Science Education 187--206
Mick Nott Some Reflections on the Personal Impact
of Thomas Kuhn . . . . . . . . . . . . . 207--211
Anonymous Book Notes . . . . . . . . . . . . . . . 213--214
Anonymous Contributors . . . . . . . . . . . . . . 215--218
William W. Cobern The Nature of Science and the Role of
Knowledge and Belief . . . . . . . . . . 219--246
Jennifer L. Cartier and
Jim Stewart Teaching the Nature of Inquiry: Further
Developments in a High School Genetics
Curriculum . . . . . . . . . . . . . . . 247--267
Barbara J. Becker MindWorks: Making Scientific Concepts
Come Alive . . . . . . . . . . . . . . . 269--278
Mansoor Niaz Gases as Idealized Lattices: A Rational
Reconstruction of Students'
Understanding of the Behavior of Gases 279--287
Sherry A. Southerland Epistemic Universalism and The
Shortcomings of Curricular Multicultural
Science Education . . . . . . . . . . . 289--307
Struan Jacobs Michael Polanyi on the Education and
Knowledge of Scientists . . . . . . . . 309--320
Anonymous Book Notes . . . . . . . . . . . . . . . 321--322
Anonymous Contributors . . . . . . . . . . . . . . 323--324
Falk Riess and
Telsche Nielsen Editorial . . . . . . . . . . . . . . . 325--326
Falk Riess Problems with German Science Education 327--331
Wolf Misgeld and
Karl Peter Ohly and
Gottfrie Strobl The Historical--Genetical Approach to
Science Teaching at the
Oberstufen--Kolleg, Bielefeld . . . . . 333--341
Dietmar Ho-Ttecke How and What Can We Learn From
Replicating Historical Experiments? A
Case Study . . . . . . . . . . . . . . . 343--362
Peter Heering Getting Shocks: Teaching Secondary
School Physics Through History . . . . . 363--373
Michael Barth Tu Electromagnetic Induction Rediscovered
Using Original Texts . . . . . . . . . . 375--387
Christian Sichau Practising Helps: Thermodynamics,
History, and Experiment . . . . . . . . 389--398
Falk Riess History of Physics in Science Teacher
Training in Oldenburg . . . . . . . . . 399--402
Eric R. Scerri The Failure of Reduction and How to
Resist Disunity of the Sciences in the
Context of Chemical Education . . . . . 405--425
Anna Maria Pessoa De Carvalho and
Andréa Infantosi Vannucchi History, Philosophy and Science
Teaching: Some Answers to ``How?'' . . . 427--448
Kyle Forinash and
William Rumsey and
Chris Lang Galileo's Mathematical Language of
Nature . . . . . . . . . . . . . . . . . 449--457
Mario Bunge Energy: Between Physics and Metaphysics 457--461
Yehuda Elkana Science, Philosophy of Science and
Science Teaching . . . . . . . . . . . . 465--487
Anonymous Contributors . . . . . . . . . . . . . . 487--488
Anonymous Sixth International History, Philosophy &
Science Teaching Conference --- Denver,
Colorado, November 8--11, 2001 . . . . . 489--490
Michael R. Matthews Editorial . . . . . . . . . . . . . . . 491--505
P. S. C. Matthews Learning Science: Some Insights from
Cognitive Science . . . . . . . . . . . 507--535
S. Rowlands Turning Vygotsky on His Head: Vygotsky's
`Scientifically Based Method' and the
Socioculturalist's `Social Other' . . . 537--575
Anton E. Lawson How Do Humans Acquire Knowledge? And
What Does That Imply About the Nature of
Knowledge? . . . . . . . . . . . . . . . 577--598
E. W. Jenkins Constructivism in School Science
Education: Powerful Model or the Most
Dangerous Intellectual Tendency? . . . . 599--610
Peter Davson-Galle Contra Garrisonian Social Constructivism 611--614
Jim Garrison A Reply to Davson-Galle . . . . . . . . 615--620
Gürol Irzik Back to Basics A Philosophical Critique
of Constructivism . . . . . . . . . . . 621--639
Michael R. Matthews Book Notes . . . . . . . . . . . . . . . 641--643
Michael Matthews Editorial . . . . . . . . . . . . . . . 1--6
Igal Galili and
Amnon Hazan The Effect of a History-Based Course in
Optics on Students' Views about Science 7--32
Nahum Kipnis Scientific Controversies in Teaching
Science: The Case of Volta . . . . . . . 33--49
Hsingchi A. Wang and
William H. Sshmidt History, Philosophy and Sociology of
Science in Science Education: Results
from the Third International Mathematics
and Science Study . . . . . . . . . . . 51--70
Alberto Cordero Scientific Culture and Public Education 71--83
David Gruender A New Principle of Demarcation: A Modest
Proposal for Science and Science
Education . . . . . . . . . . . . . . . 85--95
Jan Crosthwaite Teaching Ethics and Technology --- What
is Required? . . . . . . . . . . . . . . 97--105
Panagiotis Pantidos and
Kalliopi Spathi and
Evagelos Vitoratos The Use of Drama in Science Education:
The Case of ``Blegdamsvej Faust'' . . . 107--117
Michael R. Matthews Methodology and Politics in Science: The
Fate of Huygens' 1673 Proposal of the
Seconds Pendulum as an International
Standard of Length and Some Educational
Suggestions . . . . . . . . . . . . . . 119--135
Andre K. T. Assis and
Arden Zylbersztajn The Influence of Ernst Mach in the
Teaching of Mechanics . . . . . . . . . 137--144
Fritz Kubli Galileo's `Jumping-Hill' Experiment in
the Classroom --- A Constructivist's
Analysis . . . . . . . . . . . . . . . . 145--148
László Kovács Georg von Békésy, Nobel Laureate in
Physiology, Experimental Physicist and
Art Collector was Born 100 Years Ago . . 149--152
Fanny Seroglou and
Panagiotis Koumaras The Contribution of the History of
Physics in Physics Education: A Review 153--172
Ron Good and
James Shymansky Nature-of-Science Literacy in Benchmarks
and Standards: Post-Modern/Relativist or
Modern/Realist? . . . . . . . . . . . . 173--185
Randy Bell and
Fouad Abd-El-Khalick and
Norman G. Lederman and
William F. Mccomas and
Michael R. Matthews The Nature of Science and Science
Education: A Bibliography . . . . . . . 187--204
Stuart Rowlands and
Ted Graham and
John Berry An Objectivist Critique of Relativism in
Mathematics Education . . . . . . . . . 215--241
Mansoor Niaz How Important are the Laws of Definite
and Multiple Proportions in Chemistry
and Teaching Chemistry? --- A History
and Philosophy of Science Perspective 243--266
Jerome Viard and
Francoise Khantine-Langlois The Concept of Electrical Resistance:
How Cassirer's Philosophy, and the Early
Developments of Electric Circuit Theory,
Allow a Better Understanding of
Students' Learning Difficulties . . . . 267--286
Roberto De Andrade Martins and
Cibelle Celestino Newton and Colour: the Complex Interplay
of Theory and Experiment . . . . . . . . 287--305
Joseb M. Vaquero and
Andrebs Santos Heat and Kinetic Theory in 19th-Century
Physics Textbooks: The Case of Spain . . 307--319
Anonymous Contributors . . . . . . . . . . . . . . 321--322
Arthur Stinner Linking `The Book of Nature' and `The
Book of Science': Using Circular Motion
as an Exemplar beyond the Textbook . . . 323--344
Igal Galili and
Amnon Hazan Experts' Views on Using History and
Philosophy of Science in the Practice of
Physics Instruction . . . . . . . . . . 345--367
José Claudio Reis and
Andreia Guerra and
Marco Braga and
Jairo Freitas History, Science and Culture: Curricular
Experiences in Brazil . . . . . . . . . 369--378
Anna Binnie Using the History of Electricity and
Magnetism to Enhance Teaching . . . . . 379--389
Michael N. Fried Can Mathematics Education and History of
Mathematics Coexist? . . . . . . . . . . 391--408
Guillermina Waldegg Ontological Convictions and
Epistemological Obstacles in Bolzano's
Elementary Geometry . . . . . . . . . . 409--418
Anonymous Contributors . . . . . . . . . . . . . . 419--421
Maria Yamalidou Molecular Representations: Building
Tentative Links Between the History of
Science and the Study of Cognition . . . 423--451
Bo Dahlin The Primacy of Cognition --- or of
Perception? A Phenomenological Critique
of the Theoretical Bases of Science
Education . . . . . . . . . . . . . . . 453--475
Mordechai Ben-Ari Theory-Guided Technology in Computer
Science . . . . . . . . . . . . . . . . 477--484
Mark J. Lattery Thought Experiments in Physics
Education: A Simple and Practical
Example . . . . . . . . . . . . . . . . 485--492
Tapio Keranto The Perceived Credibility of Scientific
Claims, Paranormal Phenomena, and
Miracles Among Primary Teacher Students:
A Comparative Study . . . . . . . . . . 493--511
Antonio Moreno Gonzáalez ``Weighing'' the Earth: a Newtonian Test
and the Origin of an Anachronism . . . . 515--543
Silvina Gvirtz and
Angela Aisenstein and
Jorge N. Cornejo and
Alejandra Aalerani The Natural Sciences in The Schools:
Tension in the Modernization Process of
Argentine Society (1870--1960) . . . . . 545--558
Gyula J. Randnai How Did Loránd Eötvös Choose a Research
Topic? . . . . . . . . . . . . . . . . . 559--568
F. James Rutherford Fostering the History of Science in
American Science Education . . . . . . . 569--580
Sibel Erduran Philosophy of Chemistry: An Emerging
Field with Implications for Chemistry
Education . . . . . . . . . . . . . . . 581--593
Fritz Kubli Can the Theory of Narratives Help
Teachers to Become Better Storytellers? 595--599
Olival Freire, Jr. and
Robinson M. Tenório A Graduate Programme in History,
Philosophy and Science Teaching in
Brazil . . . . . . . . . . . . . . . . . 601--608
Anton E. Lawson What Does Galileo's Discovery of
Jupiter's Moons Tell Us About the
Process of Scientific Discovery? . . . . 1--24
Kai Hakkarainen and
Matti Sintonen The Interrogative Model of Inquiry and
Computer-Supported Collaborative
Learning . . . . . . . . . . . . . . . . 25--43
Leah M. Melber and
Linda M. Abraham Science Education in U.S. Natural
History Museums: A Historical
Perspective . . . . . . . . . . . . . . 45--54
Julie Gess-Newsome The Use and Impact of Explicit
Instruction about the Nature of Science
and Science Inquiry in an Elementary
Science Methods Course . . . . . . . . . 55--67
Hsingchi A. Wang and
Anne M. Cox-Petersen A Comparison of Elementary, Secondary
and Student Teachers' Perceptions and
Practices Related to History of Science
Instruction . . . . . . . . . . . . . . 69--81
C. S. Kalman Developing Critical Thinking in
Undergraduate Courses: A Philosophical
Approach . . . . . . . . . . . . . . . . 83--94
Eduard Glas Klein's Model of Mathematical Creativity 95--104
Michael R. Matthews Vale Arnold Arons . . . . . . . . . . . 105--106
Anonymous Contributors . . . . . . . . . . . . . . 107--109
Robert T. Pennock Should Creationism be Taught in the
Public Schools? . . . . . . . . . . . . 111--133
James Donnelly Instrumentality, Hermeneutics and the
Place of Science in the School
Curriculum . . . . . . . . . . . . . . . 135--153
Karl Peter Ohly Changing the `Denkstil' --- A Case Study
in the History of Molecular Genetics . . 155--167
Hsingchi A. Wang and
David D. Marsh Science Instruction with a Humanistic
Twist: Teachers' Perception and Practice
in Using the History of Science in Their
Classrooms . . . . . . . . . . . . . . . 169--189
Peter Davson-Galle Science, Values and Objectivity . . . . 191--202
Peter Heering and
Falk Müller Cultures of Experimental Practice --- An
Approach in a Museum . . . . . . . . . . 203--214
Anonymous Contributors . . . . . . . . . . . . . . 215--216
Andrew Ahlgren and
Soren Wheeler Mapping the Steps toward Basic
Understanding of Scientific Inquiry . . 217--230
Robert N. Carson The Epic Narrative of Intellectual
Culture as a Framework for Curricular
Coherence . . . . . . . . . . . . . . . 231--246
Jenaro Guisasola and
Jose L. Zubimendi and
Jose M. Almudí and
Mikel Ceberio The Evolution of the Concept of
Capacitance Throughout the Development
of the Electric Theory and the
Understanding of Its Meaning by
University Students . . . . . . . . . . 247--261
Olivia Levrini Reconstructing the Basic Concepts of
General Relativity from an Educational
and Cultural Point of View . . . . . . . 263--278
María I. Cotignola and
Clelia Bordogna and
Graciela Punte and
Osvaldo M. Cappannini Difficulties in Learning Thermodynamic
Concepts Are They Linked to the
Historical Development of this Field? 279--291
Miles Barker Putting Thought in Accordance with
Things: The Demise of Animal-Based
Analogies for Plant Functions . . . . . 293--304
Pekka E. Hirvonen and
Jouni Viiri Physics Student Teachers' Ideas about
the Objectives of Practical Work . . . . 305--316
Anonymous Contributors . . . . . . . . . . . . . . 317--319
J. L. Heilbron History in Science Education, with
Cautionary Tales about the Agreement of
Measurement and Theory . . . . . . . . . 321--331
Laurinda Leite History of Science in Science Education:
Development and Validation of a
Checklist for Analysing the Historical
Content of Science Textbooks . . . . . . 333--359
Sharon Bailin Critical Thinking and Science Education 361--375
Josef Feigenberg and
Lea Valentina Lavrik and
Vladimir Shunyakov Space Scale: Models in the History of
Science and Students Mental Models . . . 377--392
Gürol Irzik and
Sibel Irzik Which Multiculturalism? . . . . . . . . 393--403
George E. Deboer Student-Centered Teaching in a
Standards-Based World: Finding a
Sensible Balance . . . . . . . . . . . . 405--417
Anonymous Contributors . . . . . . . . . . . . . . 419--421
María A. Rodríguez and
Mansoor Niaz How in Spite of the Rhetoric, History of
Chemistry has Been Ignored in Presenting
Atomic Structure in Textbooks . . . . . 423--441
Andreas Quale The Role of Metaphor in Scientific
Epistemology: A Constructivist
Perspective and Consequences for Science
Education . . . . . . . . . . . . . . . 443--457
M. Cecilia Pocovi and
Fred Finley Lines of Force: Faraday's and Students'
Views . . . . . . . . . . . . . . . . . 459--474
Cristina Speltini and
María Celia Dibar Ure Conservation in Physics Teaching,
History of Science and in Child
Development . . . . . . . . . . . . . . 475--486
Genrikh Golin Introducing Fundamental Physical
Experiments to Students . . . . . . . . 487--495
Vandana Hunma Secondary School Science and Technology
in Mauritius . . . . . . . . . . . . . . 497--511
M. Neil Browne The Mandate for Interdisciplinarity in
Science Education: The Case of Economic
and Environmental Sciences . . . . . . . 513--522
Anonymous Contributors . . . . . . . . . . . . . . 523--524
Piotr Szybek Science Education --- An Event Staged on
Two Stages Simultaneously . . . . . . . 525--555
Daniel Gil-Pérez and
Jenaro Guisasola and
Antonio Moreno and
Antonio Cachapuz and
Anna M. Pessoa De Carvalho and
Joaquín Martínez Torregrosa and
Julia Salinas and
Pablo Valdés and
Eduardo González and
Anna Gené Duch and
Andrée Dumas-Carré and
Hugo Tricárico and
Rómulo Gallego Defending Constructivism in Science
Education . . . . . . . . . . . . . . . 557--571
Nancy W. Brickhouse and
Zoubeida R. Dagher and
Harry L. Shipman and
William J. Letts Evidence and Warrants for Belief in a
College Astronomy Course . . . . . . . . 573--588
Silvia Ragout De Lozano and
Marta Cardenas Some Learning Problems Concerning the
Use of Symbolic Language in Physics . . 589--599
Olivia Levrini The Substantivalist View of Spacetime
Proposed by Minkowski and Its
Educational Implications . . . . . . . . 601--617
Anonymous Contributors . . . . . . . . . . . . . . 619--622
Anonymous Contents of Volume 11 . . . . . . . . . 623--626
Michael J. Ford Representing and Meaning in History and
in Classrooms: Developing Symbols and
Conceptual Organizations of Free-Fall
Motion . . . . . . . . . . . . . . . . . 1--25
Merc\`e Izquierdo-Aymerich and
Agustín Adúriz-Bravo Epistemological Foundations of School
Science . . . . . . . . . . . . . . . . 27--43
Igal Galili and
Michael Tseitlin Newton's First Law: Text, Translations,
Interpretations and Physics Education 45--73
Eduard Glas Educational Reform and the Birth of a
Mathematical Community in Revolutionary
France, 1790--1815 . . . . . . . . . . . 75--89
John Leach and
Phil Scott Individual and Sociocultural Views of
Learning in Science Education . . . . . 91--113
Ravinder Koul The Relevance of Public Image of Science
in Science Education Policy and Practice 115--124
Anonymous Contributors . . . . . . . . . . . . . . 125--126
Anonymous News . . . . . . . . . . . . . . . . . . 127--129
Robert Nola `Naked before Reality; Skinless before
the Absolute' . . . . . . . . . . . . . 131--166
David E. Goodney and
Carol S. Long The Collective Classic: A Case for the
Reading of Science . . . . . . . . . . . 167--184
William J. Astore Smart Warriors: A Rationale for
Educating Air Force Academy Cadets in
the History of Science, Technology, and
Warfare . . . . . . . . . . . . . . . . 185--196
Jeff Dodick and
Nir Orion Geology as an Historical Science: Its
Perception within Science and the
Education System . . . . . . . . . . . . 197--211
Art Stinner and
Jürgen Teichmann Lord Kelvin and the Age-of-the-Earth
Debate: A Dramatization . . . . . . . . 213--228
Michael Fowler News: Galileo and Einstein: Using
History to Teach Basic Physics to
Nonscientists . . . . . . . . . . . . . 229--231
Anonymous Contributors . . . . . . . . . . . . . . 233--235
Jostein Säther The Concept of Ideology in Analysis of
Fundamental Questions in Science
Education . . . . . . . . . . . . . . . 237--260
David Wÿss Rudge The Role of Photographs and Films in
Kettlewell's Popularizations of the
Phenomenon of Industrial Melanism . . . 261--287
Edward Slowik Myth, Music, and Science: Teaching the
Philosophy of Science through the Use of
Non-Scientific Examples . . . . . . . . 289--302
Paul Hager and
Ray Sleet and
Peter Logan and
Mal Hooper Teaching Critical Thinking in
Undergraduate Science Courses . . . . . 303--313
Douglas Allchin Lawson's Shoehorn, or Should the
Philosophy of Science Be Rated `X'? . . 315--329
Anton E. Lawson Allchin's Shoehorn, or Why Science is
Hypothetico--Deductive . . . . . . . . . 331--337
Anonymous Contributors . . . . . . . . . . . . . . 337--340
Allison Y. Takao and
Gregory J. Kelly Assessment of Evidence in University
Students' Scientific Writing . . . . . . 341--363
Miriam Reiner and
Lior M. Burko On the Limitations of Thought
Experiments in Physics and the
Consequences for Physics Education . . . 365--385
M. Cecilia Pocovi and
Fred N. Finley Historical Evolution of the Field View
and Textbook Accounts . . . . . . . . . 387--396
Kevin C. De Berg The Development of the Theory of
Electrolytic Dissociation . . . . . . . 397--419
P. R. Ellis It's a Breakthrough --- An Account of
New Resources for Schools . . . . . . . 421--427
Anonymous Contributors . . . . . . . . . . . . . . 429--430
Michael R. Matthews Mario Bunge: Physicist and Philosopher 431--444
Mario Bunge Twenty-Five Centuries of Quantum
Physics: From Pythagoras to Us, and from
Subjectivism to Realism . . . . . . . . 445--466
Massimo Pauri Don't Ask Pythagoras about the Quantum 467--477
John Forge Sharp and Blunt Values . . . . . . . . . 479--493
Jean-Marc Lévy-Leblond On the Nature of Quantons . . . . . . . 495--502
Alberto Cordero Understanding Quantum Physics . . . . . 503--511
Adrian Heathcote Quantum Heterodoxy: Realism at the
Planck Length . . . . . . . . . . . . . 513--529
Marcello Cini How Real is the Quantum World? . . . . . 531--540
Ileana Maria Greca and
Olival Freire, Jr. Does an Emphasis on the Concept of
Quantum States Enhance Students'
Understanding of Quantum Mechanics? . . 541--557
Gesche Pospiech Philosophy and Quantum Mechanics in
Science Teaching . . . . . . . . . . . . 559--571
Olival Freire, Jr. A Story Without an Ending: The Quantum
Physics Controversy 1950--1970 . . . . . 573--586
Mario Bunge Quantons are Quaint but Basic and Real,
and the Quantum Theory Explains Much but
not Everything: Reply to my Commentators 587--597
Anonymous Contributors . . . . . . . . . . . . . . 599--601
Gerald Holton What Historians of Science and Science
Educators Can Do for One Another . . . . 603--616
Arthur Stinner and
Barbara A. McMillan and
Don Metz and
Jana M. Jilek and
Stephen Klassen The Renewal of Case Studies in Science
Education . . . . . . . . . . . . . . . 617--643
Ricardo Trumper The Physics Laboratory --- A Historical
Overview and Future Perspectives . . . . 645--670
Kai Hakkarainen Can Cognitive Explanations Be
Eliminated? . . . . . . . . . . . . . . 671--689
Ivan A. Shibley, Jr. Using Newspapers to Examine the Nature
of Science . . . . . . . . . . . . . . . 691--702
J. Solbes and
M. Traver Against a Negative Image of Science:
History of Science and the Teaching of
Physics and Chemistry . . . . . . . . . 703--717
Mordechai Ben-Ari The NOMA of Yishayahu Leibowitz . . . . 719--723
Anonymous Contributors . . . . . . . . . . . . . . 725--727
James R. Hofmann and
Bruce H. Weber The Fact of Evolution: Implications for
Science Education . . . . . . . . . . . 729--760
Calvin S. Kalman and
Mark W. Aulls Can an Analysis of the Contrast Between
pre-Galilean and Newtonian Theoretical
Frameworks Help Students Develop a
Scientific Mindset . . . . . . . . . . . 761--772
Richard E. Grandy What Are Models and Why Do We Need Them? 773--777
Gerald Holton The Project Physics Course, Then and Now 779--786
Mansoor Niaz and
Fouad Abd-El-Khalick and
Alicia Benarroch and
Liberato Cardellini and
Carlos E. Laburú and
Nicolás Marín and
Luis A. Montes and
Robert Nola and
Yuri Orlik and
Lawrence C. Scharmann and
Chin-Chung Tsai and
Georgios Tsaparlis Constructivism: Defense or a Continual
Critical Appraisal A Response to
Gil-Pérez et al. . . . . . . . . . . . . 787--797
Anonymous Contributors . . . . . . . . . . . . . . 799--802
Anonymous Contents of Volume 12 2003 . . . . . . . 803--806
Anonymous Author Index Volume 12 2003 . . . . . . 807--808
Michael R. Matthews Editorial . . . . . . . . . . . . . . . 1--5
Michael R. Matthews Reappraising Positivism and Education:
The Arguments of Philipp Frank and
Herbert Feigl . . . . . . . . . . . . . 7--39
Thomas E. Uebel Education, Enlightenment and Positivism:
The Vienna Circle's Scientific
World-Conception Revisited . . . . . . . 41--66
D. C. Phillips Two Decades After: ``After The Wake:
Postpositivistic Educational Thought'' 67--84
G. Krishna Vemulapalli and
Henry C. Byerly Carl Hempel's Philosophy of Science: How
to Avoid Epistemic Discontinuity and
Pedagogical Pitfalls . . . . . . . . . . 85--98
Phillip Frank The Place of the Philosophy of Science
in the Curriculum of the Physics Student 99--120
Herbert Feigl Aims of Education for Our Age of
Science: Reflections of a Logical
Empiricist (orig. 1955) . . . . . . . . 121--149
Anonymous Contributors . . . . . . . . . . . . . . 151--152
Anonymous Acknowledgment of External Reviewers . . 153--154
Anton E. Lawson Book Review: \booktitleT. rex, the
Crater of Doom, and the Nature of
Scientific Discovery . . . . . . . . . . 155--177
Douglas Allchin Pseudohistory and Pseudoscience . . . . 179--195
Stephen G. Brush Comments on the Epistemological Shoehorn
Debate . . . . . . . . . . . . . . . . . 197--200
Isabel Paixão and
Sílvia Calado and
Sílvia Ferreira and
Vanda Salves and
Ana M. Smorais Continental Drift: A Discussion Strategy
for Secondary School . . . . . . . . . . 201--221
Lone Morris Jorgensen and
Sue Ann Ryan Relativism, Values and Morals in the New
Zealand Curriculum Framework . . . . . . 223--233
Morechai Ben-Ari On Random Numbers and Design . . . . . . 235--241
Robert Nola Book Review: Meera Nanda,
\booktitleProphets Facing Backward:
Postmodern Critiques of Science and
Hindu Nationalism in India . . . . . . . 243--249
Anonymous Book Notes . . . . . . . . . . . . . . . 251--253
Anonymous News . . . . . . . . . . . . . . . . . . 255--256
Anonymous Contributors . . . . . . . . . . . . . . 257--259
Michael R. Matthews and
Colin Gauld and
Arthur Stinner The Pendulum: Its Place in Science,
Culture and Pedagogy . . . . . . . . . . 261--277
Randall D. Peters The Pendulum in the 21st Century ---
Relic or Trendsetter? . . . . . . . . . 279--295
Ronald Newburgh The Pendulum: A Paradigm for the Linear
Oscillator . . . . . . . . . . . . . . . 297--307
Zvi Biener and
Chris Smeenk Pendulums, Pedagogy, and Matter: Lessons
from the Editing of Newton's
\booktitlePrincipia . . . . . . . . . . 309--320
Colin Gauld The Treatment of the Motion of a Simple
Pendulum in some Early 18th Century
Newtonian Textbooks . . . . . . . . . . 321--332
Peter Machamer and
Brian Hepburn Galileo and the Pendulum: Latching on to
Time . . . . . . . . . . . . . . . . . . 333--347
Robert Nola Pendula, Models, Constructivism and
Reality . . . . . . . . . . . . . . . . 349--377
Louis B. Rosenblatt The Poet and the Pendulum . . . . . . . 379--388
Trevor G. Bond Piaget and the Pendulum . . . . . . . . 389--399
Robert J. Whitaker Types of Two-Dimensional Pendulums and
Their Uses in Education . . . . . . . . 401--415
Marianne B. Barnes and
James Garner and
David Reid The Pendulum as a Vehicle for
Transitioning from Classical to Quantum
Physics: History, Quantum Concepts, and
Educational Challenges . . . . . . . . . 417--436
Cathy Mariotti Ezrailson and
G. Donald Allen and
Cathleen C. Loving Analyzing Dynamic Pendulum Motion in an
Interactive Online Environment Using
Flash . . . . . . . . . . . . . . . . . 437--457
Igal Galili and
David Sela Pendulum Activities in the Israeli
Physics Curriculum: Used and Missed
Opportunities . . . . . . . . . . . . . 459--472
Sumida Manabu The Reproduction of Scientific
Understanding about Pendulum Motion in
the Public . . . . . . . . . . . . . . . 473--492
Anonymous Book Notes . . . . . . . . . . . . . . . 493--496
Peter Davson-Galle Philosophy of Science, Critical Thinking
and Science Education . . . . . . . . . 503--517
Renata-Maria Marroum The Role of Insight in Science
Education: An Introduction to the
Cognitional Theory of Bernard Lonergan 519--540
Keith Roscoe Lonergan's Theory of Cognition,
Constructivism and Science Education . . 541--551
Mike U. Smith and
Harvey Siegel Knowing, Believing, and Understanding:
What Goals for Science Education? . . . 553--582
Bill Cobern Apples and Oranges: A Rejoinder to Smith
and Siegel . . . . . . . . . . . . . . . 583--589
Peter Davson-Galle Understanding: `Knowledge', `Belief' and
`Understanding' . . . . . . . . . . . . 591--598
Anton E. Lawson A Reply to Allchin's ``Pseudohistory and
Pseudoscience'' . . . . . . . . . . . . 599--605
Michael R. Matthews and
Colin Gauld and
Arthur Stinner Introduction . . . . . . . . . . . . . . 609--611
Klaus Weltner and
Antonio Sergio C. Esperidião and
Paulo Miranda Introduction to the Treatment of
Non-Linear Effects Using a Gravitational
Pendulum . . . . . . . . . . . . . . . . 611--629
C. Medina Experimental Control of Simple Pendulum
Model . . . . . . . . . . . . . . . . . 631--640
Randall D. Peters Soup-can Pendulum . . . . . . . . . . . 641--652
Norman Phillips What Makes the Foucault Pendulum Move
among the Stars? . . . . . . . . . . . . 653--661
Colin Gauld The Treatment of Cycloidal Pendulum
Motion in Newton's \booktitlePrincipia 663--673
Amir D. Aczel Léon Foucault: His Life, Times and
Achievements . . . . . . . . . . . . . . 675--687
Michael R. Matthews Idealisation and Galileo's Pendulum
Discoveries: Historical, Philosophical
and Pedagogical Considerations . . . . . 689--715
Agustín Adúriz-Bravo Methodology and Politics: A Proposal to
Teach the Structuring Ideas of the
Philosophy of Science through the
Pendulum . . . . . . . . . . . . . . . . 717--731
Dennis Lomas Degree of Influence on Perception of
Belief and Social Setting: Its Relevance
to Understanding Pendulum Motion . . . . 733--742
Paul Zachos Pendulum Phenomena and the Assessment of
Scientific Inquiry Capabilities . . . . 743--756
Erin Stafford What the Pendulum Can Tell Educators
about Children's Scientific Reasoning 757--790
Michael Fowler Using Excel to Simulate Pendulum Motion
and Maybe Understand Calculus a Little
Better . . . . . . . . . . . . . . . . . 791--796
Robert N. Carson Teaching Cultural History from Primary
Events . . . . . . . . . . . . . . . . . 797--809
Colin Gauld Pendulums in the Physics Education
Literature: A Bibliography . . . . . . . 811--832
Anonymous Contributors . . . . . . . . . . . . . . 833--836
Nahum Kipnis Chance in Science: The Discovery of
Electromagnetism by H. C. Oersted . . . 1--28
Agustín Adúriz-Bravo and
Merc\`e Izquierdo-Aymerich Utilising the `3P-model' to Characterise
the Discipline of Didactics of Science 29--41
Mansoor Niaz and
María A. Rodríguez The Oil Drop Experiment: Do Physical
Chemistry Textbooks Refer to its
Controversial Nature? . . . . . . . . . 43--57
Dimitris Koliopoulos and
Costas Constantinou The Pendulum as Presented in School
Science Textbooks of Greece and Cyprus 59--73
David B. Resnik Affirmative Action in Science and
Engineering . . . . . . . . . . . . . . 75--93
Anonymous Eighth IHPST Group International
Conference, Leeds, July 15--18, 2005 . . 95--96
Anonymous Reviewers for Science & Education . . . . 97--99
Anonymous Contributors . . . . . . . . . . . . . . 101--102
Cassandra L. Pinnick The Failed Feminist Challenge to
`Fundamental Epistemology' . . . . . . . 103--116
Don Fawkes and
Bill O'meara and
Dave Weber and
Dan Flage Examining the Exam: A Critical Look at
The California Critical Thinking Skills
Test . . . . . . . . . . . . . . . . . . 117--135
Alexander Khait The Definition of Mathematics:
Philosophical and Pedagogical Aspects 137--159
Sibel Erduran Applying the Philosophical Concept of
Reduction to the Chemistry of Water:
Implications for Chemical Education . . 161--171
Margarita Kousathana and
Margarita Demerouti and
Georgios Tsaparlis Instructional Misconceptions in
Acid--Base Equilibria: An Analysis from
a History and Philosophy of Science
Perspective . . . . . . . . . . . . . . 173--193
Anonymous Contributors . . . . . . . . . . . . . . 195--196
Anonymous Eighth IHPST Group International
Conference, Leeds, July 15--18, 2005 . . 197--198
Don Metz and
Art Stinner Introduction: Footprints in the Snow . . 5--6
Nahum Kipnis Scientific Analogies and Their Use in
Teaching Science . . . . . . . . . . . . 199--233
Michael Tseitlin and
Igal Galili Physics Teaching in the Search for Its
Self . . . . . . . . . . . . . . . . . . 235--261
Rocco J. Perla and
James Carifio The Nature of Scientific Revolutions
from the Vantage Point of Chaos Theory 263--290
Colin F. Gauld Habits of Mind, Scholarship and Decision
Making in Science and Religion . . . . . 291--308
Daniel Gil-Pérez and
Amparo Vilches and
Isabel Fernández and
Antonio Cachapuz and
João Praia and
Pablo Valdés and
Julia Salinas Technology as `Applied Science' . . . . 309--320
Jenaro Guisasola and
José M. Almudí and
Carlos Furió The Nature of Science and Its
Implications for Physics Textbooks . . . 321--328
Hans Christian von Baeyer Dr. William Small: Echoes of a Quiet
Life . . . . . . . . . . . . . . . . . . 339--351
Seiya Abiko The Light-Velocity Postulate . . . . . . 353--365
Mordechai Ben-Ari Situated Learning in `This
High-Technology World' . . . . . . . . . 367--376
Zoubeida R. Dagher and
Danielle J. Ford How Are Scientists Portrayed in
Children's Science Biographies? . . . . 377--393
Gerald Skoog The Coverage of Human Evolution in High
School Biology Textbooks in the 20th
Century and in Current State Science
Standards . . . . . . . . . . . . . . . 395--422
Eric Michael Howe and
David Wÿss Rudge Recapitulating the History of
Sickle-Cell Anemia Research . . . . . . 423--441
Jeff Babb Mathematical Concepts and Proofs from
Nicole Oresme . . . . . . . . . . . . . 443--456
Deborah L. Begoray and
Arthur Stinner Representing Science Through Historical
Drama . . . . . . . . . . . . . . . . . 457--471
Robert Carson and
Stuart Rowlands Mechanics as the Logical Point of Entry
for the Enculturation into Scientific
Thinking . . . . . . . . . . . . . . . . 473--492
Fritz Kubli Science Teaching as a Dialogue ---
Bakhtin, Vygotsky and some Applications
in the Classroom . . . . . . . . . . . . 501--534
Sami Paavola and
Kai Hakkarainen The Knowledge Creation Metaphor --- An
Emergent Epistemological Approach to
Learning . . . . . . . . . . . . . . . . 535--557
Guillermina Waldegg Bolzano's Approach to the Paradoxes of
Infinity: Implications for Teaching . . 559--577
Renee M. Clary and
James H. Wandersee Through the Looking Glass: The History
of Aquarium Views and their Potential to
Improve Learning in Science Classrooms 579--596
Constantine D. Skordoulis and
KrystalIia Halkia Introduction: Notes on the Development
of History, Philosophy and Science
Teaching in Greece . . . . . . . . . . . 601--605
Vassilios Karakostas and
Pandora Hadzidaki Realism vs. Constructivism in
Contemporary Physics: The Impact of the
Debate on the Understanding of Quantum
Theory and its Instructional Process . . 607--629
Krystallia Halkia and
Iphigenia Botouropoulou Cultural and Educational Dimensions
Reflected in Books Popularizing
Scientific Knowledge --- A Case Study:
The Sky, a 19th Century Book
Popularizing Astronomy . . . . . . . . . 631--647
Athanasios Raftopoulos and
Niki Kalyfommatou and
Constantinos P. Constantinou The Properties and the Nature of Light:
The Study of Newton's Work and the
Teaching of Optics . . . . . . . . . . . 649--673
Pavlos Mihas and
Panagiotis Andreadis A Historical Approach to the Teaching of
the Linear Propagation of Light, Shadows
and Pinhole Cameras . . . . . . . . . . 675--697
Christos Dedes The Mechanism of Vision: Conceptual
Similarities between Historical Models
and Children's Representations . . . . . 699--712
Helen A. Maniati The Educational Utilization of Elements
of the History of Natural Sciences (19th
century): Highlighting the Cognitive
Continuity with Antiquity . . . . . . . 713--720
Vasso Kindi Should Science Teaching Involve the
History of Science? An Assessment of
Kuhn's View . . . . . . . . . . . . . . 721--731
Ioannis Rentzos Interdisciplinarity and the Two Cultures
in $ \Phi \nu \sigma \iota \kappa \acute
{o} \varsigma K \acute {o} \sigma \mu o
\varsigma $ --- Approaches in a Greek
Science Magazine in the 1970s . . . . . 733--745
Dimitrios Patsopoulos (Re)constructions of Etymology of the
Term `Electricity' in French, German and
Modern Greek Textbooks of Physics of
18th--19th Centuries . . . . . . . . . . 747--761
Robert Kruckeberg A Deweyan Perspective on Science
Education: Constructivism, Experience,
and Why We Learn Science . . . . . . . . 1--30
Ismo T. Koponen and
Terhi Mäntylä Generative Role of Experiments in
Physics and in Teaching Physics: A
Suggestion for Epistemological
Reconstruction . . . . . . . . . . . . . 31--54
Hayati Seker and
Laura C. Welsh `The Use of History of Mechanics in
Teaching Motion and Force Units' . . . . 55--89
Douglas Allchin Why Respect for History --- and
Historical Error --- Matters . . . . . . 91--111
Douglas Allchin Lawson's Shoehorn, Reprise . . . . . . . 113--120
David R. Hershey Pseudohistory and Pseudoscience:
Corrections to Allchin's Historical,
Conceptual and Educational Claims . . . 121--125
Antonio Clericuzio Preface . . . . . . . . . . . . . . . . 129--130
David A. Lines Natural Philosophy and Mathematics in
Sixteenth-Century Bologna* . . . . . . . 131--150
Rivka Feldhay On Wonderful Machines: The Transmission
of Mechanical Knowledge by Jesuits* . . 151--172
Bruce T. Moran Axioms, Essences, and Mostly Clean
Hands: Preparing to Teach Chemistry with
Libavius and Aristotle . . . . . . . . . 173--187
Isabelle Pantin Teaching Mathematics and Astronomy in
France: The Coll\`ege Royal (1550--1650) 189--207
Víctor Navarro-Brotóns The Teaching of the Mathematical
Disciplines in Sixteenth-Century Spain* 209--233
Romano Gatto Christoph Clavius' ``\booktitleOrdo
Servandus in Addiscendis Disciplinis
Mathematicis'' and the Teaching of
Mathematics in Jesuit Colleges at the
Beginning of the Modern Era . . . . . . 235--258
Laurence Brockliss The Moment of No Return: The University
of Paris and the Death of
Aristotelianism . . . . . . . . . . . . 259--278
Paul Richard Blum Benedictus Pererius: Renaissance Culture
at the Origins of Jesuit Science . . . . 279--304
Lesley B. Cormack The Commerce of Utility: Teaching
Mathematical Geography in Early Modern
England . . . . . . . . . . . . . . . . 305--322
Filippo Camerota Teaching Euclid in a Practical Context:
Linear Perspective and Practical
Geometry . . . . . . . . . . . . . . . . 323--334
Antonio Clericuzio Teaching Chemistry and Chemical
Textbooks in France. From Beguin to
Lemery . . . . . . . . . . . . . . . . . 335--355
Federica Favino Mathematics and Mathematicians at
Sapienza University in Rome
(XVII---XVIII Century) . . . . . . . . . 357--392
Michael Tseitlin and
Igal Galili Science Teaching: What Does It Mean? . . 393--417
Vicente Mellado and
Constantino Ruiz and
María Luisa Bermejo and
Roque Jiménez Contributions from the Philosophy of
Science to the Education of Science
Teachers . . . . . . . . . . . . . . . . 419--445
Joaquín Martínez-Torregrosa and
Rafael López-Gay and
Albert Gras-Martí Mathematics in Physics Education:
Scanning Historical Evolution of the
Differential to Find a More Appropriate
Model for Teaching Differential Calculus
in Physics . . . . . . . . . . . . . . . 447--462
Michael P. Clough Learners' Responses to the Demands of
Conceptual Change: Considerations for
Effective Nature of Science Instruction 463--494
Kevin C. De Berg The Kinetic--Molecular and Thermodynamic
Approaches to Osmotic Pressure: A Study
of Dispute in Physical Chemistry and the
Implications for Chemistry Education . . 495--519
Roger H. Stuewer Historical Surprises . . . . . . . . . . 521--530
Michael R. Matthews and
Colin F. Gauld and
Arthur Stinner Editorial . . . . . . . . . . . . . . . 531--535
C. K. Raju `Time: What is it That it can be
Measured?' . . . . . . . . . . . . . . . 537--551
Fabio Bevilacqua and
Lidia Falomo and
Lucio Fregonese and
Enrico Giannetto and
Franco Giudice and
Paolo Mascheretti The Pendulum: From Constrained Fall to
the Concept of Potential . . . . . . . . 553--575
Pierre J. Boulos Newton's Path to Universal Gravitation:
The Role of the Pendulum . . . . . . . . 577--595
Colin F. Gauld Newton's Cradle in Physics Education . . 597--617
K. C. De Berg Chemistry and the Pendulum --- What Have
They to do With Each Other? . . . . . . 619--641
Yong-Ju Kwon and
Jin-Su Jeong and
Yun-Bok Park Roles of Abductive Reasoning and Prior
Belief in Children's Generation of
Hypotheses about Pendulum Motion . . . . 643--656
José Ramón Bertomeu-Sánchez and
Antonio García-Belmar and
Anders Lundgren and
Manolis Patiniotis Introduction: Scientific and
Technological Textbooks in the European
Periphery . . . . . . . . . . . . . . . 657--665
Bernadette Bensaude-Vincent Textbooks on the Map of Science Studies 667--670
Ana Carneiro and
Maria Paula Diogo and
Ana Simões Communicating the new chemistry in
18th-century Portugal: Seabra's
\booktitleElementos de Chimica . . . . . 671--692
José Ramón Bertomeu Sánchez and
Antonio García Belmar Pedro Gutiérrez Bueno's Textbooks:
Audiences, Teaching Practices and
Chemical Revolution . . . . . . . . . . 693--712
Raffaella Seligardi Views of Chemistry and Chemical
Theories: A Comparison between two
University Textbooks in the Bolognese
Context at the Beginning of the 19th
Century . . . . . . . . . . . . . . . . 713--737
Anja Skaar Jacobsen Propagating Dynamical Science in the
Periphery of German Naturphilosophie: H.
C. Òrsted's Textbooks and Didactics . . . 739--760
Anders Lundgren The Transfer of Chemical Knowledge: The
Case of Chemical Technology and its
Textbooks . . . . . . . . . . . . . . . 761--778
Gábor Palló Encyclopedia as Textbook . . . . . . . . 779--799
Manolis Patiniotis Textbooks at the Crossroads: Scientific
and Philosophical Textbooks in 18th
Century Greek Education . . . . . . . . 801--822
Georgia Petrou Translation Studies and the History of
Science: The Greek Textbooks of the 18th
Century . . . . . . . . . . . . . . . . 823--840
Irina Gouzevitch The Editorial Policy as a Mirror of
Petrine Reforms: Textbooks and Their
Translators in Early 18th Century Russia 841--862
Kathryn M. Olesko Science Pedagogy as a Category of
Historical Analysis: Past, Present, and
Future . . . . . . . . . . . . . . . . . 863--880
Eric Michael Howe `Untangling Sickle-cell Anemia and the
Teaching of Heterozygote Protection' . . 1--19
Stuart Rowlands and
Ted Graham and
John Berry and
Peter Mcwilliam Conceptual Change Through the Lens of
Newtonian Mechanics . . . . . . . . . . 21--42
Josep Lluis Doménech and
Daniel Gil-Pérez and
Albert Gras-Martí and
Jenaro Guisasola and
Joaquín Martínez-Torregrosa and
Julia Salinas and
Ricardo Trumper and
Pablo Valdés and
Amparo Vilches Teaching of Energy Issues: A Debate
Proposal for a Global Reorientation . . 43--64
Irene Arriassecq and
Ileana María Greca `Approaches to the Teaching of Special
Relativity Theory in High School and
University Textbooks of Argentina' . . . 65--86
T. V. Venkateswaran Science and Colonialism: Content and
Character of Natural Sciences in the
Vernacular School Education in the
Madras Presidency (1820--1900) . . . . . 87--114
John Cartwright Science and Literature: Towards a
Conceptual Framework . . . . . . . . . . 115--139
Richard Grandy and
Richard A. Duschl Reconsidering the Character and Role of
Inquiry in School Science: Analysis of a
Conference . . . . . . . . . . . . . . . 141--166
Gábor Á. Zemplén Conflicting Agendas: Critical Thinking
versus Science Education in the
International Baccalaureate Theory of
Knowledge Course . . . . . . . . . . . . 167--196
José Antonio Chamizo Teaching Modern Chemistry through
`Recurrent Historical Teaching Models' 197--216
Harry Collins The Uses of Sociology of Science for
Scientists and Educators . . . . . . . . 217--230
Andreas Quale Radical Constructivism, and the Sin of
Relativism . . . . . . . . . . . . . . . 231--266
Britt Jakobson and
Per-Olof Wickman Transformation through Language Use:
Children's Spontaneous Metaphors in
Elementary School Science . . . . . . . 267--289
Terhi Mäntylä and
Ismo T. Koponen Understanding the Role of Measurements
in Creating Physical Quantities: A Case
Study of Learning to Quantify
Temperature in Physics Teacher Education 291--311
Don Metz and
Stephen Klassen and
Barbara McMillan and
Michael Clough and
Joanne Olson Building a Foundation for the Use of
Historical Narratives . . . . . . . . . 313--334
Stephen Klassen The Application of Historical Narrative
in Science Learning: The Atlantic Cable
Story . . . . . . . . . . . . . . . . . 335--352
Athanasios Velentzas and
Krystallia Halkia and
Constantine Skordoulis Thought Experiments in the Theory of
Relativity and in Quantum Mechanics:
Their Presence in Textbooks and in
Popular Science Books . . . . . . . . . 353--370
Constantin Tampakis and
Constantin Skordoulis The History of Teaching Quantum
Mechanics in Greece . . . . . . . . . . 371--391
Kostas Kampourakis and
Vasso Zogza Students' Preconceptions About
Evolution: How Accurate is the
Characterization as ``Lamarckian'' when
Considering the History of Evolutionary
Thought? . . . . . . . . . . . . . . . . 393--422
Pierre Clément Introducing the Cell Concept with both
Animal and Plant Cells: A Historical and
Didactic Approach . . . . . . . . . . . 423--440
Igal Galili and
Barbara Zinn Physics and Art --- A Cultural Symbiosis
in Physics Education . . . . . . . . . . 441--460
Lena Hansson and
Andreas Redfors Physics and the Possibility of a
Religious View of the Universe: Swedish
Upper Secondary Students' Views . . . . 461--478
Kristine Hays Lynning Portraying Science as Humanism --- A
Historical Case Study of Cultural
Boundary Work from the Dawn of the
`Atomic Age' . . . . . . . . . . . . . . 479--510
Jürgen Teichmann and
Art Stinner and
Falk Riess Historical and Pedagogical Perspectives
on Entertainment, Popularization and
Learning in Science . . . . . . . . . . 511--516
Fritz Kubli Teachers should not only Inform but also
Entertain . . . . . . . . . . . . . . . 517--523
Oliver Hochadel The Business of Experimental Physics:
Instrument Makers and Itinerant
Lecturers in the German Enlightenment 525--537
Michael Eckert Hydraulics for Royal Gardens: Water Art
as a Challenge for 18$^{th}$ Century
Science and 21$^{st}$ Century Physics
Teaching . . . . . . . . . . . . . . . . 539--548
Gudrun Wolfschmidt Popularization of Astronomy: From Models
of the Cosmos to Stargazing . . . . . . 549--559
Lissa Roberts Devices Without Borders: What an
Eighteenth-Century Display of Steam
Engines can Teach Us about `Public' and
`Popular' Science . . . . . . . . . . . 561--572
Christine Lehman and
Bernadette Bensaude-Vincent Public Demonstrations of Chemistry in
Eighteenth Century France . . . . . . . 573--583
Raichvarg Daniel Science on the Fairgrounds: From Black
to White Magic . . . . . . . . . . . . . 585--591
Iwan Rhys Morus The Two Cultures of Electricity: Between
Entertainment and Edification in
Victorian Science . . . . . . . . . . . 593--602
Manfred Euler Revitalizing Ernst Mach's Popular
Scientific Lectures . . . . . . . . . . 603--611
Don Metz and
Art Stinner A Role for Historical Experiments:
Capturing the Spirit of the Itinerant
Lecturers of the 18th Century . . . . . 613--624
Karin Reich Fiatland: An Analogy between Mathematics
and Physics . . . . . . . . . . . . . . 625--636
Peter Heering Public Experiments and their Analysis
with the Replication Method . . . . . . 637--645
Nahum Kipnis Discovery in Science and in Teaching
Science . . . . . . . . . . . . . . . . 883--920
Robert N. Carson and
Stuart Rowlands Teaching the Conceptual Revolutions in
Geometry . . . . . . . . . . . . . . . . 921--954
Ricardo Lopes Coelho The Law of Inertia: How Understanding
its History can Improve Physics Teaching 955--974
Sibel Erduran and
Agustin Aduriz Bravo and
Rachel Mamlok Naaman Developing epistemologically empowered
teachers: examining the role of
philosophy of chemistry in teacher
education . . . . . . . . . . . . . . . 975--989
Marie-Pierre Quessada and
Pierre Clément An Epistemological Approach to French
Syllabi on Human Origins during the 19th
and 20th Centuries . . . . . . . . . . . 991--1006
Lena Hansson and
Andreas Redfors Upper secondary students in group
discussions about physics and our
presuppositions of the world . . . . . . 1007--1025
Emily J. Borda Applying Gadamer's concept of
disposition to science and science
education . . . . . . . . . . . . . . . 1027--1041
Michael P. Clough and
Joanne K. Olson Teaching and assessing the nature of
science: An introduction . . . . . . . . 143--145
Michael Ford `Grasp of Practice' as a Reasoning
Resource for Inquiry and Nature of
Science Understanding . . . . . . . . . 147--177
Keith S. Taber Towards a Curricular Model of the Nature
of Science . . . . . . . . . . . . . . . 179--218
Mike U. Smith and
Lawrence Scharmann A Multi-Year Program Developing an
Explicit Reflective Pedagogy for
Teaching Pre-service Teachers the Nature
of Science by Ostention . . . . . . . . 219--248
William F. McComas Seeking historical examples to
illustrate key aspects of the nature of
science . . . . . . . . . . . . . . . . 249--263
Kevin C. de Berg Tin oxide chemistry from Macquer (1758)
to Mendeleeff (1891) as revealed in the
textbooks and other literature of the
era . . . . . . . . . . . . . . . . . . 265--287
Jim Ryder and
John Leach Teaching About the Epistemology of
Science in Upper Secondary Schools: An
Analysis of Teachers' Classroom Talk . . 289--315
Lisa Michelle Martin-Hansen First-Year College Students' Conflict
with Religion and Science . . . . . . . 317--357
Daniel L. Dickerson and
Karen R. Dawkins and
John E. Penick Clergy's Views of the Relationship
between Science and Religious Faith and
the Implications for Science Education 359--386
Samson Nashon and
Wendy Nielsen and
Stephen Petrina Whatever happened to STS? Pre-service
physics teachers and the history of
quantum mechanics . . . . . . . . . . . 387--401
Kira Padilla and
Carles Furio-Mas The Importance of History and Philosophy
of Science in Correcting Distorted Views
of `Amount of Substance' and `Mole'
Concepts in Chemistry Teaching . . . . . 403--424
William W. Cobern and
Cathleen C. Loving An Essay for Educators: Epistemological
Realism Really is Common Sense . . . . . 425--447
Imelda Caleon and
Subramaniam Ramanathan From Music to Physics: The Undervalued
Legacy of Pythagoras . . . . . . . . . . 449--456
Kevin C. de Berg Book Review: Eric R. Scerri,
\booktitleThe Periodic Table --- Its
Story and its Significance . . . . . . . 457--465
Ryan D. Tweney Studies in Historical Replication in
Psychology I: Introduction . . . . . . . 467--475
Kelly M. Trevino and
Krista K. Konrad Replication and Pedagogy in the History
of Psychology II: Fowler & Wells's
Phrenology . . . . . . . . . . . . . . . 477--491
Nicole K. Sirrine and
Shauna K. McCarthy Studies in Historical Replication in
Psychology IV: An Inquiry into the
Psychological Research and Life of
Gertrude Stein . . . . . . . . . . . . . 493--509
Thomas Fuchs and
Jeffrey Burgdorf Replication and Pedagogy in the History
of Psychology IV: Patrick and Gilbert
(1896) on Sleep Deprivation . . . . . . 511--524
Christopher Ayala and
Steven Borawski and
Jonathon Miller Replication and Pedagogy in the History
of Psychology V: The Metronome and
Wilhelm Wundt's Search for the
Components of Consciousness . . . . . . 525--535
Jeremy Athy and
Jeff Friedrich and
Eileen Delany Replication and Pedagogy in the History
of Psychology VI: Egon Brunswik on
Perception and Explicit Reasoning . . . 537--546
Michael Andrew Ranney Studies in Historical Replication in
Psychology VII: The Relative Utility of
``Ancestor Analysis'' from Scientific
and Educational Vantages . . . . . . . . 547--558
P. Davson-Galle Why Compulsory Science Education Should
Not Include Philosophy of Science . . . 677--716
Elizabeth Mary Cavicchi Historical Experiments in Students'
Hands: Unfragmenting Science through
Action and History . . . . . . . . . . . 717--749
Pavlos Mihas Developing Ideas of Refraction, Lenses
and Rainbow Through the Use of
Historical Resources . . . . . . . . . . 751--777
Mark Joseph Lattery The Long Decay Model of One-Dimensional
Projectile Motion . . . . . . . . . . . 779--798
Dana L. Zeidler and
Troy D. Sadler Social and Ethical Issues in Science
Education: A Prelude to Action . . . . . 799--803
Virginie Albe Students' positions and considerations
of scientific evidence about a
controversial socioscientific issue . . 805--827
Cory T. Forbes and
Elizabeth A. Davis Exploring preservice elementary
teachers' critique and adaptation of
science curriculum materials in respect
to socioscientific issues . . . . . . . 829--854
Ralph Levinson Promoting the role of the personal
narrative in teaching controversial
socio-scientific issues . . . . . . . . 855--871
Maria Develaki Social and ethical dimension of the
natural sciences, complex problems of
the age, interdisciplinarity, and the
contribution of education . . . . . . . 873--888
Michael Reiss The use of ethical frameworks by
students following a new science course
for 16--18 year-olds . . . . . . . . . . 889--902
Scott Webster How a Deweyan science education further
enables ethics education . . . . . . . . 903--919
Nikki L. Hanegan and
Laura Price and
Jeremy Peterson Disconnections Between Teacher
Expectations and Student Confidence in
Bioethics . . . . . . . . . . . . . . . 921--940
Erminia G. Pedretti and
Larry Bencze and
Jim Hewitt and
Lisa Romkey and
Ashifa Jivraj Promoting Issues-based STSE Perspectives
in Science Teacher Education: Problems
of Identity and Ideology . . . . . . . . 941--960
Matthew Weinstein Captain America, Tuskegee, Belmont, and
Righteous Guinea Pigs: Considering
Scientific Ethics through Official and
Subaltern Perspectives . . . . . . . . . 961--975
Stein Dankert Kolstò Science education for democratic
citizenship through the use of the
history of science . . . . . . . . . . . 977--997
Jason Borenstein Textbook Stickers: A Reasonable Response
to Evolution? . . . . . . . . . . . . . 999--1010
Ronald S. Hermann Evolution as a controversial issue: a
review of instructional approaches . . . 1011--1032
David Hildebrand and
Kimberly Bilica and
John Capps Addressing controversies in science
education: a pragmatic approach to
evolution education . . . . . . . . . . 1033--1052
Cassandra L. Pinnick Introduction: Women, Science Education,
and Feminist Theory . . . . . . . . . . 1053--1054
Cassandra L. Pinnick Science Education for Women: Situated
Cognition, Feminist Standpoint Theory,
and the Status of Women in Science . . . 1055--1063
Kristen Intemann Increasing the number of feminist
scientists: why feminist aims are not
served by the Underdetermination Thesis 1065--1079
Iddo Landau Problems with Feminist Standpoint Theory
in Science Education . . . . . . . . . . 1081--1088
Sharon Crasnow Feminist philosophy of science:
`standpoint' and knowledge . . . . . . . 1089--1110
Kristina Rolin Gender and physics: feminist philosophy
and science education . . . . . . . . . 1111--1125
Warren Schmaus A New Way of Thinking about Social
Location in Science . . . . . . . . . . 1127--1137
Dimitri Jordan Ginev Hermeneutics of science and
multi-gendered science education . . . . 1139--1156
Robert Klee The Alleged Importance of Being Tough,
Really Tough . . . . . . . . . . . . . . 1157--1174
Ross H. Nehm and
Rebecca Young ``Sex Hormones'' in Secondary School
Biology Textbooks . . . . . . . . . . . 1175--1190
Igal Galili Thought Experiments: Determining Their
Meaning . . . . . . . . . . . . . . . . 1--23
Calvin Kalman A Role for Experiment in Using the Law
of Inertia to Explain the Nature of
Science: A Comment on Lopes Coelho . . . 25--31
Peter Kosso The Large-scale Structure of Scientific
Method . . . . . . . . . . . . . . . . . 33--42
Mansoor Niaz Progressive transitions in chemistry
teachers' understanding of nature of
science based on historical
controversies . . . . . . . . . . . . . 43--65
Victor C. Rucker and
Lily J. Ackerman Interviewing Scientists: Alexander
Shulgin as a Case Study . . . . . . . . 67--71
Veronica S. Flodin The Necessity of Making Visible Concepts
with Multiple Meanings in Science
Education: The Use of the Gene Concept
in a Biology Textbook . . . . . . . . . 73--94
Siu Ling Wong and
Jenny Kwan and
Derek Hodson and
Benny Hin Wai Yung Turning Crisis into Opportunity: Nature
of Science and Scientific Inquiry as
Illustrated in the Scientific Research
on Severe Acute Respiratory Syndrome . . 95--118
Anton E. Lawson On the Hypothetico--Deductive Nature of
Science --- Darwin's Finches . . . . . . 119--124
Alberto Villani and
Jesuina Lopes de Almeida Pacca and
Denise de Freitas Science Teacher Education in Brazil:
1950--2000 . . . . . . . . . . . . . . . 125--148
Katemari Rosa and
Maria Cristina Martins Approaches and Methodologies for a
Course on History and Epistemology of
Physics: Analyzing the Experience of a
Brazilian University . . . . . . . . . . 149--155
Heather Douglas Philosophy of Science, Political
Engagement, and the Cold War: An
Introduction . . . . . . . . . . . . . . 157--160
Thomas Uebel Knowing Who Your Friends Are: Aspects of
the Politics of Logical Empiricism . . . 161--168
David J. Stump Pragmatism, Activism, and the Icy Slopes
of Logic in George Reisch's Portrait of
the Philosophy of Science as a Young
Field . . . . . . . . . . . . . . . . . 169--175
Scott Edgar Logical Empiricism, Politics, and
Professionalism . . . . . . . . . . . . 177--189
George Reisch Three Kinds of Political Engagement for
Philosophy of Science . . . . . . . . . 191--197
Don Howard Better Red than Dead --- Putting an End
to the Social Irrelevance of Postwar
Philosophy of Science . . . . . . . . . 199--220
HsingChi von Bergmann Designing and Assessing Contextual
Approaches to the Teaching of Science
and Mathematics: Introduction . . . . . 221--223
Roland M. Schulz Reforming Science Education: Part I. The
Search for a Philosophy of Science
Education . . . . . . . . . . . . . . . 225--249
Roland M. Schulz Reforming Science Education: Part II.
Utilizing Kieran Egan's Educational
Metatheory . . . . . . . . . . . . . . . 251--273
Suvi Tala Unified View of Science and Technology
for Education: Technoscience and
Technoscience Education . . . . . . . . 275--298
Hayo Siemsen and
Karl Hayo Siemsen Resettling the Thoughts of Ernst Mach
and the Vienna Circle in Europe: The
Cases of Finland and Germany . . . . . . 299--323
Calvin Kalman The Need to Emphasize Epistemology in
Teaching and Research . . . . . . . . . 325--347
Nahum Kipnis A Law of Physics in the Classroom: The
Case of Ohm's Law . . . . . . . . . . . 349--382
Colin F. Gauld Newton's Use of the Pendulum to
Investigate Fluid Resistance: A Case
Study and some Implications for Teaching
About the Nature of Science . . . . . . 383--400
Stephen Klassen The Construction and Analysis of a
Science Story: A Proposed Methodology 401--423
Glenn Dolphin Evolution of the Theory of the Earth: A
Contextualized Approach for Teaching the
History of the Theory of Plate Tectonics
to Ninth Grade Students . . . . . . . . 425--441
Merc\`e Izquierdo-Aymerich and
Agustín Adúriz-Bravo Physical Construction of the Chemical
Atom: Is it Convenient to Go All the Way
Back? . . . . . . . . . . . . . . . . . 443--455
Katerina Malamitsa and
Michael Kasoutas and
Panagiotis Kokkotas Developing Greek Primary School
Students' Critical Thinking through an
Approach of Teaching Science which
Incorporates Aspects of History of
Science . . . . . . . . . . . . . . . . 457--468
Ricardo Santos Do Carmo and
Nei Freitas Nunes-Neto and
Charbel Niño El-Hani Gaia Theory in Brazilian High School
Biology Textbooks . . . . . . . . . . . 469--501
Geilsa Costa Santos Baptista and
Charbel Niño El-Hani The Contribution of Ethnobiology to the
Construction of a Dialogue Between Ways
of Knowing: A Case Study in a Brazilian
Public High School . . . . . . . . . . . 503--520
Peter Heering and
Daniel Osewold Editorial . . . . . . . . . . . . . . . 521--523
Gábor Á. Zemplén Putting Sociology First ---
Reconsidering the Role of the Social in
`Nature of Science' Education . . . . . 525--559
David W. Rudge and
Eric M. Howe An explicit and reflective approach to
the use of history to promote
understanding of the nature of science 561--580
Don Metz William Wales and the 1769 transit of
Venus: puzzle solving and the
determination of the astronomical unit 581--592
Stephen Klassen Identifying and Addressing Student
Difficulties with the Millikan Oil Drop
Experiment . . . . . . . . . . . . . . . 593--607
Panos Kokkotas and
Panagiotis Piliouras and
Katerina Malamitsa and
Efthymios Stamoulis Teaching Physics to In-Service Primary
School Teachers in the Context of the
History of Science: The Case of Falling
Bodies . . . . . . . . . . . . . . . . . 609--629
Youjun Wang Hands-on mathematics: two cases from
ancient Chinese mathematics . . . . . . 631--640
Michael R. Matthews Science, Worldviews and Education: An
Introduction . . . . . . . . . . . . . . 641--666
Hugh G. Gauch, Jr. Science, Worldviews, and Education . . . 667--695
Michael R. Matthews Teaching the Philosophical and Worldview
Components of Science . . . . . . . . . 697--728
Gürol Irzik and
Robert Nola Worldviews and their relation to science 729--745
Alberto Cordero Contemporary Science and
Worldview-Making . . . . . . . . . . . . 747--764
Enrico R. A. Giannetto The Electromagnetic Conception of Nature
at the Root of the Special and General
Relativity Theories and its
Revolutionary Meaning . . . . . . . . . 765--781
Michael J. Reiss Imagining the World: The Significance of
Religious Worldviews for Science
Education . . . . . . . . . . . . . . . 783--796
Stuart Glennan Whose Science and Whose Religion?
Reflections on the Relations between
Scientific and Religious Worldviews . . 797--812
Yonatan I. Fishman Can Science Test Supernatural
Worldviews? . . . . . . . . . . . . . . 813--837
Hugh Lacey The Interplay of Scientific Activity,
Worldviews and Value Outlooks . . . . . 839--860
John Lamont Fall and Rise of Aristotelian
Metaphysics in the Philosophy of Science 861--884
Taner Edis Modern Science and Conservative Islam:
An Uneasy Relationship . . . . . . . . . 885--903
Hugh G. Gauch, Jr. Responses and Clarifications Regarding
Science and Worldviews . . . . . . . . . 905--927
Michael R. Matthews Science and Worldviews in the Classroom:
Joseph Priestley and Photosynthesis . . 929--960
Mats Gunnar Lindahl Ethics or Morals: Understanding
Students' Values Related to Genetic
Tests on Humans . . . . . . . . . . . . 1285--1311
Kostas Kampourakis and
Vasso Zogza Preliminary Evolutionary Explanations: A
Basic Framework for Conceptual Change
and Explanatory Coherence in Evolution 1313--1340
Timothy H. Heaton Recent Developments in Young--Earth
Creationist Geology . . . . . . . . . . 1341--1358
Renee M. Clary and
James H. Wandersee All are Worthy to Know the Earth: Henry
De la Beche and the Origin of Geological
Literacy . . . . . . . . . . . . . . . . 1359--1375
Haim Eshach The Nobel Prize in the Physics Class:
Science, History, and Glamour . . . . . 1377--1393
Xenofon Vamvakeros and
Evangelia A. Pavlatou and
Nicolas Spyrellis Survey Exploring Views of Scientists on
Current Trends in Chemistry Education 119--145
Calvin Kalman Enabling Students to Develop a
Scientific Mindset . . . . . . . . . . . 147--163
Xornam Apedoe and
Michael Ford The Empirical Attitude, Material
Practice and Design Activities . . . . . 165--186
Sun Young Kim and
Karen E. Irving History of Science as an Instructional
Context: Student Learning in Genetics
and Nature of Science . . . . . . . . . 187--215
Colin Gauld Book Review: Ronald L. Numbers (ed):
\booktitleGalileo Goes to Jail and Other
Myths about Science and Religion . . . . 217--224
Ugo Besson Calculating and Understanding: Formal
Models and Causal Explanations in
Science, Common Reasoning and Physics
Teaching . . . . . . . . . . . . . . . . 225--257
Ismo T. Koponen and
Maija Pehkonen Coherent Knowledge Structures of Physics
Represented as Concept Networks in
Teacher Education . . . . . . . . . . . 259--282
C. Alvegård and
E. Anderberg and
L. Svensson and
T. Johansson The Interplay Between Content,
Expressions and Their Meaning When
Expressing Understanding . . . . . . . . 283--303
Stephen Klassen The Relation of Story Structure to a
Model of Conceptual Change in Science
Learning . . . . . . . . . . . . . . . . 305--317
David W. Rudge and
Kostas Kampourakis Darwin and Darwinism: An Introduction 319--321
David J. Depew Darwinian Controversies: An
Historiographical Recounting . . . . . . 323--366
Michael Ruse Darwinism Then and Now: The Divide Over
Form and Function . . . . . . . . . . . 367--389
John Hedley Brooke Darwin and Religion: Correcting the
Caricatures . . . . . . . . . . . . . . 391--405
John Cartwright Naturalising Ethics: The Implications of
Darwinism for the Study of Moral
Philosophy . . . . . . . . . . . . . . . 407--443
Sherrie Lynne Lyons Evolution and Education: Lessons from
Thomas Huxley . . . . . . . . . . . . . 445--459
Bill Cooke Joseph McCabe: A Forgotten Early
Populariser of Science and Defender of
Evolution . . . . . . . . . . . . . . . 461--484
Julie Homchick Objects and Objectivity: The Evolution
Controversy at the American Museum of
Natural History, 1915--1928 . . . . . . 485--503
Leslie L. Heywood and
Justin R. Garcia and
David Sloan Wilson Mind the Gap: Appropriate Evolutionary
Perspectives Toward the Integration of
the Sciences and Humanities . . . . . . 505--522
Mike U. Smith Current Status of Research in Teaching
and Learning Evolution: I.
Philosophical\slash Epistemological
Issues . . . . . . . . . . . . . . . . . 523--538
Mike U. Smith Current Status of Research in Teaching
and Learning Evolution: II. Pedagogical
Issues . . . . . . . . . . . . . . . . . 539--571
Marina de Lima Tavares and
María-Pilar Jiménez-Aleixandre and
Eduardo F. Mortimer Articulation of Conceptual Knowledge and
Argumentation Practices by High School
Students in Evolution Problems . . . . . 573--598
Maria Fátima Marcelos and
Ronaldo L. Nagem Comparative Structural Models of
Similarities and Differences between
Vehicle and Target in Order to Teach
Darwinian Evolution . . . . . . . . . . 599--623
Paul Thagard and
Scott Findlay Getting to Darwin: Obstacles to
Accepting Evolution by Natural Selection 625--636
Kostas Kampourakis and
William F. McComas Charles Darwin and Evolution:
Illustrating Human Aspects of Science 637--654
Esther M. van Dijk and
Thomas A. C. Reydon A Conceptual Analysis of Evolutionary
Theory for Teacher Education . . . . . . 655--677
Tonie L. Stolberg Teaching Darwinian Evolution: Learning
from Religious Education . . . . . . . . 679--692
Thomas F. Glick The Comparative Reception of Darwinism:
A Brief History . . . . . . . . . . . . 693--703
C. Mackenzie Brown Hindu Responses to Darwinism:
Assimilation and Rejection in a Colonial
and Post-Colonial Context . . . . . . . 705--738
Deniz Peker and
Gulsum Gul Comert and
Aykut Kence Three Decades of Anti-evolution Campaign
and its Results: Turkish Undergraduates'
Acceptance and Understanding of the
Biological Evolution Theory . . . . . . 739--755
Robert T. Pennock The Postmodern Sin of Intelligent Design
Creationism . . . . . . . . . . . . . . 757--778
Anya Plutynski Should Intelligent Design be Taught in
Public School Science Classrooms? . . . 779--795
Joachim Allgaier Scientific Experts and the Controversy
About Teaching Creation\slash Evolution
in the UK Press . . . . . . . . . . . . 797--819
Ron Good Book Review: Jerry A. Coyne:
\booktitleWhy Evolution is True . . . . 821--825
Kostas Kampourakis Book Review: Jim Endersby (ed):
\booktitleCharles Darwin: On the Origin
of Species . . . . . . . . . . . . . . . 827--831
Costas Mannouris Book Review: Michael Ruse and Robert J.
Richards (eds.): \booktitleThe Cambridge
Companion to the ``Origin of Species'' 833--838
Keith Thomson Book Review: Nick Spencer:
\booktitleDarwin and God . . . . . . . . 839--846
Kevin C. de Berg Tin Oxide Chemistry from the Last Decade
of the Nineteenth Century to the First
Decade of the Twenty-First Century:
Towards the Development of a Big-Picture
Approach to the Teaching and Learning of
Chemistry While Focussing on a Specific
Compound or Class of Compounds . . . . . 847--866
Mats Gunnar Lindahl Of Pigs and Men: Understanding Students'
Reasoning About the Use of Pigs as
Donors for Xenotransplantation . . . . . 867--894
Lena Hansson and
Britt Lindahl ``I have chosen another way of
thinking'' . . . . . . . . . . . . . . . 895--918
Antoni Roca-Rosell and
Hans Schneider The Value of History of Science as a
Medium for the Integral and Specific
Education of the Individual . . . . . . 919--923
Antoni Roca-Rosell and
Pere Grapí-Vilumara Antoni Quintana--Marí (1907--1998): A
Pioneer of the Use of History of Science
in Science Education . . . . . . . . . . 925--929
Joseph E. Earley Book Review: Eric R. Scerri:
\booktitleCollected Papers on Philosophy
of Chemistry . . . . . . . . . . . . . . 931--933
K. C. de Berg Book Review: Eric Scerri:
\booktitleSelected Papers on the
Periodic Table . . . . . . . . . . . . . 935--938
Colin F. Gauld Newton's Investigation of the Resistance
to Moving Bodies in Continuous Fluids
and the Nature of `Frontier Science' . . 939--961
Niklas Markus Gericke and
Mariana Hagberg Conceptual Variation in the Depiction of
Gene Function in Upper Secondary School
Textbooks . . . . . . . . . . . . . . . 963--994
Nikos Emmanouil Kanderakis When is a Physical Concept born? The
Emergence of `Work' as a Magnitude of
Mechanics . . . . . . . . . . . . . . . 995--1012
Michael R. Matthews Book Review: Isabel Rivers & David L.
Wykes (eds.): \booktitleJoseph
Priestley: Scientist, Philosopher, and
Theologian . . . . . . . . . . . . . . . 1013--1017
Michael R. Matthews Book Review: James Franklin:
\booktitleWhat Science Knows and How it
Knows it . . . . . . . . . . . . . . . . 1019--1027
Timothy Shanahan Book Review: Francisco J. Ayala and
Robert Arp (eds.):
\booktitleContemporary Debates in
Philosophy of Biology . . . . . . . . . 1029--1034
Evangelos N. Panagiotou Using History to Teach Mathematics: The
Case of Logarithms . . . . . . . . . . . 1--35
Paul J. Wendel Object-Based Epistemology at a
Creationist Museum . . . . . . . . . . . 37--50
Maurice A. Finocchiaro A Galilean Approach to the Galileo
Affair, 1609--2009 . . . . . . . . . . . 51--66
Calvin S. Kalman On the Concept of Force: A Comment on
Lopes Coelho . . . . . . . . . . . . . . 67--69
Peter Slezak Review of Maurice A. Finocchiaro:
\booktitleDefending Copernicus and
Galileo: Critical Reasoning in the Two
Affairs . . . . . . . . . . . . . . . . 71--81
A. K. T. Assis Book Review: Alan Hirshfeld,
\booktitleEureka Man: The Life and
Legacy of Archimedes . . . . . . . . . . 83--87
Colin F. Gauld Book Review: Michael Hunter:
\booktitleRobert Boyle: Between God and
Science . . . . . . . . . . . . . . . . 89--97
Anton E. Lawson Book Review: Robert G. Fuller, Thomas C.
Campbell, Dewey I. Dykstra, Jr., and
Scott M. Stevens (eds):
\booktitleCollege Teaching and the
Development of Reasoning . . . . . . . . 99--102
Florian Böttcher and
Anke Meisert Argumentation in Science Education: A
Model-based Framework . . . . . . . . . 103--140
Juan Antonio Delgado and
Ricardo Luis Palma Nothing in the History of Spanish Anís
Makes Sense, Except in the Light of
Evolution . . . . . . . . . . . . . . . 141--157
Calvin S. Kalman Enhancing Students' Conceptual
Understanding by Engaging Science Text
with Reflective Writing as a
Hermeneutical Circle . . . . . . . . . . 159--172
Michael R. Matthews Book Review: Alan F. Chalmers:
\booktitleThe Scientist's Atom and the
Philosopher's Stone: How Science
Succeeded and Philosophy Failed to Gain
Knowledge of Atoms . . . . . . . . . . . 173--190
Robert Arp Book Review: Sahotra Sarkar and Anya
Plutynski (eds): \booktitleA Companion
to the Philosophy of Biology . . . . . . 191--195
Chris Jenson Book Review: Alex Rosenberg and Robert
Arp: \booktitlePhilosophy of Biology: an
Anthology . . . . . . . . . . . . . . . 197--200
Robert Nola Book Review: Michael Strevens:
\booktitleDepth: an Account of
Scientific Explanation . . . . . . . . . 201--206
Ismo Koponen Overview of the Nordic Symposium . . . . 207--209
Kaarle Kurki-Suonio Principles Supporting the Perceptional
Teaching of Physics: A ``Practical
Teaching Philosophy'' . . . . . . . . . 211--243
Hayo Siemsen Ernst Mach and the Epistemological Ideas
Specific for Finnish Science Education 245--291
Dietmar Höttecke and
Cibelle Celestino Silva Why Implementing History and Philosophy
in School Science Education is a
Challenge: An Analysis of Obstacles . . 293--316
Hasok Chang How Historical Experiments Can Improve
Scientific Knowledge and Science
Education: The Cases of Boiling Water
and Electrochemistry . . . . . . . . . . 317--341
Helge Kragh On Modern Cosmology and its Place in
Science Education . . . . . . . . . . . 343--357
Andreas Quale On the Role of Mathematics in Physics 359--372
Michael R. Matthews Book Review: Steven Johnson:
\booktitleThe Invention of Air: A Story
of Science, Faith, Revolution, and the
Birth of America . . . . . . . . . . . . 373--380
Mustafa Cakir Book Review: L. B. Flick and N. G.
Lederman (eds): \booktitleScientific
Inquiry and Nature of Science:
Implications for Teaching, Learning, and
Teacher Education . . . . . . . . . . . 381--387
Todd Timberlake Book Review: Alan Hirshfeld:
\booktitleAstronomy Activity and
Laboratory Manual . . . . . . . . . . . 389--392
John Settlage Book Review: Derek Hodson:
\booktitleTeaching and Learning About
Science: Language, Theories, Methods,
History, Traditions and Value . . . . . 393--396
Sibel Erduran Book Review: M. Niaz: \booktitleCritical
Appraisal of Physical Science as a Human
Enterprise: Dynamics of Scientific
Progress . . . . . . . . . . . . . . . . 397--399
Ron Good and
Peter Slezak Editors' Introduction . . . . . . . . . 401--409
Mario Bunge Knowledge: Genuine and Bogus . . . . . . 411--438
Marjaana Lindeman and
Annika M. Svedholm and
Mikito Takada and
Jan-Erik Lönnqvist and
Markku Verkasalo Core Knowledge Confusions Among
University Students . . . . . . . . . . 439--451
Massimo Pigliucci and
Maarten Boudry Why Machine-Information Metaphors are
Bad for Science and Science Education 453--471
Susan Carol Losh and
Brandon Nzekwe Creatures in the Classroom: Preservice
Teacher Beliefs About Fantastic Beasts,
Magic, Extraterrestrials, Evolution and
Creationism . . . . . . . . . . . . . . 473--489
Halil Turgut The Context of Demarcation in Nature of
Science Teaching: The Case of Astrology 491--515
Erich Eder and
Katharina Turic and
Norbert Milasowszky and
Katherine Van Adzin and
Andreas Hergovich The Relationships Between Paranormal
Belief, Creationism, Intelligent Design
and Evolution at Secondary Schools in
Vienna (Austria) . . . . . . . . . . . . 517--534
Ron Good Book Review: Lyons, Sherrie Lynne:
\booktitleSpecies, Serpents, Spirits,
and Skulls: Science at the Margins in
the Victorian Age . . . . . . . . . . . 535--541
Stuart Rowlands Book Review: Bharath Sriraman and Simon
Goodchild (eds): \booktitleRelatively
and Philosophically Earnest: Festschrift
in Honor of Paul Ernest's 65th Birthday,
A volume in The Montana Mathematics
Enthusiast . . . . . . . . . . . . . . . 543--555
Erik L. Peterson Book Review: Peter Bowler,
\booktitleEvolution: The History of an
Idea, 25th Anniversary Edition . . . . . 557--562
Keith S. Taber Book Review: Stella Vosniadou (Ed):
\booktitleInternational Handbook of
Research on Conceptual Change . . . . . 563--576
María Pilar Jiménez-Aleixandre Book Review: Sandra K. Abell and Norman
G. Lederman (eds): \booktitleHandbook of
Research in Science Education . . . . . 577--583
A. Adúriz-Bravo Book Review: Sibel Erduran & María Pilar
Jiménez-Aleixandre:
\booktitleArgumentation in Science
Education: Perspectives from Classroom-
Based Research . . . . . . . . . . . . . 585--588
Michael R. Matthews Introduction . . . . . . . . . . . . . . 589--589
Gürol Irzik and
Robert Nola A Family Resemblance Approach to the
Nature of Science for Science Education 591--607
Andreas Quale On the Role of Mathematics in Physics: A
Constructivist Epistemic Perspective . . 609--624
Stuart Rowlands and
Ted Graham and
John Berry Problems with Fallibilism as a
Philosophy of Mathematics Education . . 625--654
Nahum Kipnis Errors in Science and their Treatment in
Teaching Science . . . . . . . . . . . . 655--685
Ryan D. Tweney Representing the Electromagnetic Field:
How Maxwell's Mathematics Empowered
Faraday's Field Theory . . . . . . . . . 687--700
Michael P. Clough The Story Behind the Science: Bringing
Science and Scientists to Life in
Post-Secondary Science Education . . . . 701--717
Stephen Klassen The Photoelectric Effect: Reconstructing
the Story for the Physics Classroom . . 719--731
Suvi Tala Enculturation into Technoscience:
Analysis of the Views of Novices and
Experts on Modelling and Learning in
Nanophysics . . . . . . . . . . . . . . 733--760
Panagiotis Piliouras and
Spyros Siakas and
Fanny Seroglou Pupils Produce their Own Narratives
Inspired by the History of Science:
Animation Movies Concerning the
Geocentric--Heliocentric Debate . . . . 761--795
Xenia Arapaki and
Dimitris Koliopoulos Popularization and Teaching of the
Relationship Between Visual Arts and
Natural Sciences: Historical,
Philosophical and Didactical Dimensions
of the Problem . . . . . . . . . . . . . 797--803
Kevin C. de Berg Joseph Priestley Across Theology,
Education, and Chemistry: An
Interdisciplinary Case Study in
Epistemology with a Focus on the Science
Education Context . . . . . . . . . . . 805--830
Uffe Thomas Jankvist and
Tinne Hoff Kjeldsen New Avenues for History in Mathematics
Education: Mathematical Competencies and
Anchoring . . . . . . . . . . . . . . . 831--862
Albrecht Heeffer Historical Objections Against the Number
Line . . . . . . . . . . . . . . . . . . 863--880
Francisco Vera and
Rodrigo Rivera and
César Núñez Burning a Candle in a Vessel, a Simple
Experiment with a Long History . . . . . 881--893
Saouma BouJaoude and
Jason R. Wiles and
Anila Asghar and
Brian Alters Muslim Egyptian and Lebanese Students'
Conceptions of Biological Evolution . . 895--915
Paul Thagard Book Review: Friedel Weinert:
\booktitleCopernicus, Darwin, and Freud:
Revolutions in the History and
Philosophy of Science . . . . . . . . . 917--919
Mansoor Niaz Book Review: Theodore Arabatzis:
\booktitleRepresenting Electrons: A
Biographical Approach to Theoretical
Entities . . . . . . . . . . . . . . . . 921--925
Mats Gunnar Lindahl Book Review: Alister Jones, Anne Kim and
Michael Reiss (eds): \booktitleEthics in
the Science and Technology Classroom: A
New Approach to Teaching and Learning 927--929
Ron Good Book Review: Timothy Ferris:
\booktitleThe Science of Liberty:
Democracy, Reason, and the Laws of
Nature . . . . . . . . . . . . . . . . . 931--936
Konstantinos Korfiatis and
Athanasios Raftopoulos and
Demetris Portides Introduction: The 5th Hellenic
Conference on the History, Philosophy
and Science Teaching ``The Great
Scientific Theories in the Teaching of
Natural Sciences'' . . . . . . . . . . . 937--941
Eleni Paraskevopoulou and
Dimitris Koliopoulos Teaching the Nature of Science Through
the Millikan--Ehrenhaft Dispute . . . . 943--960
Nicos Papadouris and
Constantinos P. Constantinou A Philosophically Informed Teaching
Proposal on the Topic of Energy for
Students Aged 11--14 . . . . . . . . . . 961--979
R. Hadjilouca and
C. P. Constantinou and
N. Papadouris The Rationale for a Teaching Innovation
About the Interrelationship Between
Science and Technology . . . . . . . . . 981--1005
C. Andreou and
A. Raftopoulos Lessons from the History of the Concept
of the Ray for Teaching Geometrical
Optics . . . . . . . . . . . . . . . . . 1007--1037
Tasos Hovardas and
Konstantinos Korfiatis Towards a Critical Re-Appraisal of
Ecology Education: Scheduling an
Educational Intervention to Revisit the
`Balance of Nature' Metaphor . . . . . . 1039--1053
Jun-Ki Lee and
Yongju Kwon Learning-Related Changes in Adolescents'
Neural Networks During
Hypothesis-Generating and
Hypothesis-Understanding Training . . . 1--31
Ajay Sharma Global Climate Change: What has Science
Education Got to Do with it? . . . . . . 33--53
Helge R. Strömdahl On Discerning Critical Elements,
Relationships and Shifts in Attaining
Scientific Terms: The Challenge of
Polysemy/Homonymy and Reference . . . . 55--85
Steffen Ducheyne The Cavendish Experiment as a Tool for
Historical Understanding of Science . . 87--108
Luís Miguel Carolino Measuring the Heavens to Rule the
Territory: Filipe Folque and the
Teaching of Astronomy at the Lisbon
Polytechnic School and the Modernization
of the State Apparatus in Nineteenth
Century Portugal . . . . . . . . . . . . 109--133
Clare Alice Musgrave Book Review: Richard Dawkins:
\booktitleThe Greatest Show on Earth:
The Evidence for Evolution . . . . . . . 135--140
Marcus P. Adams Book Review: Susan Carey: \booktitleThe
Origin of Concepts . . . . . . . . . . . 141--143
Brooke Abounader Book Review: Timothy McGrew, Marc
Alspector-Kelly, and Fritz Allhoff
(eds): \booktitlePhilosophy of Science:
An Historical Anthology . . . . . . . . 145--149
Peter Heering and
Roland Wittje An Historical Perspective on Instruments
and Experiments in Science Education . . 151--155
Lissa L. Roberts Instruments of Science and Citizenship:
Science Education for Dutch Orphans
During the Late Eighteenth Century . . . 157--177
Per-Odd Eggen and
Lise Kvittingen and
Annette Lykknes and
Roland Wittje Reconstructing Iconic Experiments in
Electrochemistry: Experiences from a
History of Science Course . . . . . . . 179--189
Paolo Brenni The Evolution of Teaching Instruments
and Their Use Between 1800 and 1930 . . 191--226
Josep Simon and
Mar Cuenca-Lorente Science Education and the Material
Culture of the Nineteenth-Century
Classroom: Physics and Chemistry in
Spanish Secondary Schools . . . . . . . 227--244
Steven C. Turner Changing Images of the Inclined Plane: A
Case Study of a Revolution in American
Science Education . . . . . . . . . . . 245--270
Robert Nola Book Review: Marc Lange: \booktitleLaws
and Lawmakers; Science, Metaphysics and
the Laws of Nature . . . . . . . . . . . 271--277
Norman G. Lederman Book Review: Mansoor Niaz:
\booktitleInnovating Science Teacher
Education: A History and Philosophy
Perspective . . . . . . . . . . . . . . 279--282
Jenaro Guisasola Book Review: Andre Koch Torres Assis
(2010), \booktitleThe Experimental and
Historical Foundations of Electricity 283--285
Peter Machamer Book Review: Lisa Bortolotti:
\booktitleAn Introduction to the
Philosophy of Science . . . . . . . . . 287--288
Arne Schirrmacher Popular Science Between News and
Education: A European Perspective . . . 289--291
Eirini Mergoupi-Savaidou and
Faidra Papanelopoulou and
Spyros Tzokas Science and Technology in Greek
Newspapers, 1900--1910.
Historiographical Reflections and the
Role of Journalists for the Public
Images of Science and Technology . . . . 293--310
Ana Simões and
Ana Carneiro and
Maria Paula Diogo Riding the Wave to Reach the Masses:
Natural Events in Early Twentieth
Century Portuguese Daily Press . . . . . 311--333
Néstor Herran `Science to the Glory of God'. The
Popular Science Magazine
\booktitleIbérica and its Coverage of
Radioactivity, 1914--1936 . . . . . . . 335--353
Tibor Frank Teaching and Learning Science in
Hungary, 1867--1945: Schools,
Personalities, Influences . . . . . . . 355--380
Arne Schirrmacher State-Controlled Multimedia Education
for All? . . . . . . . . . . . . . . . . 381--401
Peter Slezak Book Review: Michael Ruse:
\booktitleScience and Spiritutality:
Making Room for Faith in the Age of
Science . . . . . . . . . . . . . . . . 403--413
Igal Galili Book Review: James Hannam:
\booktitleGod's Philosophers. How the
Medieval World Laid the Foundations of
Modern Science? . . . . . . . . . . . . 415--422
Keith Thomson Book Review: Peter Harrison (ed):
\booktitleThe Cambridge Companion to
Science and Religion . . . . . . . . . . 423--427
Michael Reiss Book Review: Elaine Howard Ecklund:
\booktitleScience vs. Religion: What
Scientists Really Think . . . . . . . . 429--431
Colin Gauld Book Review: Tonie Stolberg and Geoff
Teece: \booktitleTeaching Religion and
Science . . . . . . . . . . . . . . . . 433--434
Ron Good Book Review: Massimo Pigliucci:
\booktitleNonsense on Stilts: How to
Tell Science from Bunk . . . . . . . . . 435--440
Allan Franklin Book Review: Alan Sokal:
\booktitleBeyond the Hoax: Science,
Philosophy and Culture . . . . . . . . . 441--445
Hayo Siemsen Ernst Mach, George Sarton and the Empiry
of Teaching Science Part I . . . . . . . 447--484
Olaf Uhden and
Ricardo Karam and
Maurício Pietrocola and
Gesche Pospiech Modelling Mathematical Reasoning in
Physics Education . . . . . . . . . . . 485--506
Maria Fátima Marcelos and
Ronaldo Luiz Nagem Use of the ``Tree'' Analogy in Evolution
Teaching by Biology Teachers . . . . . . 507--541
Vanessa Carvalho dos Santos and
Leyla Mariane Joaquim and
Charbel Niño El-Hani Hybrid Deterministic Views About Genes
in Biology Textbooks: A Key Problem in
Genetics Teaching . . . . . . . . . . . 543--578
Ingo Brigandt Book Review: Roger S. Taylor and Michel
Ferrari (eds): \booktitleEpistemology
and Science Education: Understanding the
Evolution vs. Intelligent Design
Controversy . . . . . . . . . . . . . . 579--582
David S. Moore Book Review: Evelyn Fox Keller:
\booktitleThe Mirage of a Space Between
Nature and Nurture . . . . . . . . . . . 583--590
Ryan D. Tweney Book Review: Nancy J. Nersessian:
\booktitleCreating Scientific Concepts 591--596
Igor Douven Book Review: Peter Achinstein:
\booktitleEvidence, Explanation, and
Realism: Essays in Philosophy of Science 597--601
Cibelle Celestino Silva and
Maria Elice Brzezinski Prestes Reinforcing the Integration Between
Researchers of Latin America, North
America and Europe in the IHPST Group 603--606
Juan Manuel Sánchez Arteaga and
Charbel N. El-Hani Othering Processes and STS Curricula:
From Nineteenth Century Scientific
Discourse on Interracial Competition and
Racial Extinction to Othering in
Biomedical Technosciences . . . . . . . 607--629
Maria Teresa Guerra-Ramos Teachers' Ideas About the Nature of
Science: A Critical Analysis of Research
Approaches and Their Contribution to
Pedagogical Practice . . . . . . . . . . 631--655
Thaís Cyrino de Mello Forato and
Roberto de Andrade Martins and
Maurício Pietrocola History and Nature of Science in High
School: Building Up Parameters to Guide
Educational Materials and Strategies . . 657--682
Hayati Seker and
Burcu G. Guney History of Science in the Physics
Curriculum: A Directed Content Analysis
of Historical Sources . . . . . . . . . 683--703
Karina Ap F. D. Souza and
Paulo Alves Porto Chemistry and Chemical Education Through
Text and Image: Analysis of Twentieth
Century Textbooks Used in Brazilian
Context . . . . . . . . . . . . . . . . 705--727
Stephen Klassen and
Mansoor Niaz and
Don Metz and
Barbara McMillan and
Sarah Dietrich Portrayal of the History of the
Photoelectric Effect in Laboratory
Instructions . . . . . . . . . . . . . . 729--743
José A. Chamizo Heuristic Diagrams as a Tool to Teach
History of Science . . . . . . . . . . . 745--762
Hugh Lacey Book Review: Décio Krause and Antonio
Videira (eds): \booktitleBrazilian
Studies in Philosophy and History of
Science: An Account of Recent Work . . . 763--766
Fanny Seroglou and
Agustín Adúriz-Bravo Introduction: The Application of the
History and Philosophy of Science in
Science Teaching . . . . . . . . . . . . 767--770
Elder Sales Teixeira and
Ileana Maria Greca and
Olival Freire Jr The History and Philosophy of Science in
Physics Teaching: A Research Synthesis
of Didactic Interventions . . . . . . . 771--796
Haydée Santilli Science and Technology, Autonomous and
More Interdependent Every Time . . . . . 797--811
Cláudia Faria and
Gonçalo Pereira and
Isabel Chagas D. Carlos de Bragança, a Pioneer of
Experimental Marine Oceanography:
Filling the Gap Between Formal and
Informal Science Education . . . . . . . 813--826
Irene Arriassecq and
Ileana María Greca A Teaching--Learning Sequence for the
Special Relativity Theory at High School
Level Historically and Epistemologically
Contextualized . . . . . . . . . . . . . 827--851
Maria Develaki Integrating Scientific Methods and
Knowledge into the Teaching of Newton's
Theory of Gravitation: An Instructional
Sequence for Teachers' and Students'
Nature of Science Education . . . . . . 853--879
Erin E. Peters Developing Content Knowledge in Students
Through Explicit Teaching of the Nature
of Science: Influences of Goal Setting
and Self-Monitoring . . . . . . . . . . 881--898
Ted Richards Using Kinesthetic Activities to Teach
Ptolemaic and Copernican Retrograde
Motion . . . . . . . . . . . . . . . . . 899--910
Nicolas Décamp and
Cécile de Hosson Implementing Eratosthenes' Discovery in
the Classroom: Educational Difficulties
Needing Attention . . . . . . . . . . . 911--920
Marco Braga and
Andreia Guerra and
José Claudio Reis The Role of Historical--Philosophical
Controversies in Teaching Sciences: The
Debate Between Biot and Amp\`ere . . . . 921--934
John M. Lynch Introduction . . . . . . . . . . . . . . 935--936
Richard Bellon The Moral Dignity of Inductive Method
and the Reconciliation of Science and
Faith in Adam Sedgwick's Discourse . . . 937--958
T. Russell Hunter Making a Theist out of Darwin: Asa
Gray's Post-Darwinian Natural Theology 959--975
Piers J. Hale Darwin's Other Bulldog: Charles Kingsley
and the Popularisation of Evolution in
Victorian England . . . . . . . . . . . 977--1013
Bernard Lightman Evolution for Young Victorians . . . . . 1015--1034
Kostas Kampourakis Book Review: Eve-Marie Engels and Thomas
F. Glick (eds): \booktitleThe Reception
of Charles Darwin in Europe . . . . . . 1035--1038
Paul Lawrence Farber Book Review: Robert E. Kohler:
\booktitleAll Creatures. Naturalists,
Collectors, and Biodiversity, 1850--1950 1039--1040
Jason R. Wiles Book Review: Randy Moore and Mark D.
Decker. \booktitleMore than Darwin: An
Encyclopedia of the People and Places of
the Evolution- Creationism Controversy 1041--1044
Erik L. Peterson Book Review: Matthew Cobb (2007):
\booktitleThe Egg & Sperm Race: The
Seventeenth- Century Scientists Who
Unraveled the Secrets of Sex, Life, and
Growth . . . . . . . . . . . . . . . . . 1045--1049
Staffan Müller-Wille Book Review: Raphael Falk:
\booktitleGenetic Analysis: A History of
Genetic Thinking. Studies in Philosophy
of Biology, edited by Michael Ruse . . . 1051--1053
Walter Jung Philosophy of Science and Education . . 1055--1083
Ugo Besson The History of the Cooling Law: When the
Search for Simplicity can be an Obstacle 1085--1110
Yannis Hadzigeorgiou and
Stephen Klassen and
Cathrine Froese Klassen Encouraging a ``Romantic Understanding''
of Science: The Effect of the Nikola
Tesla Story . . . . . . . . . . . . . . 1111--1138
James Henderson Vitalism and the Darwin Debate . . . . . 1139--1149
Maarten Boudry and
Stefaan Blancke and
Johan Braeckman Grist to the Mill of Anti-evolutionism:
The Failed Strategy of Ruling the
Supernatural Out of Science by
Philosophical Fiat . . . . . . . . . . . 1151--1165
Stefaan Blancke and
Johan De Smedt and
Helen De Cruz and
Maarten Boudry and
Johan Braeckman The Implications of the Cognitive
Sciences for the Relation Between
Religion and Science Education: The Case
of Evolutionary Theory . . . . . . . . . 1167--1184
Andrew Fiss Problems of Abstraction: Defining an
American Standard for Mathematics
Education at the Turn of the Twentieth
Century . . . . . . . . . . . . . . . . 1185--1197
Flavia Padovani Book Review: Bas C. Van Fraassen:
\booktitleScientific Representation:
Paradoxes of Perspective . . . . . . . . 1199--1204
Richard Duschl Book Review: Keith S. Taber:
\booktitleProgressing Science Education:
Constructing the Scientific Research
Programme into the Contingent Nature of
Learning Science . . . . . . . . . . . . 1205--1208
Alister McGrath Book Review: John Hedley Brooke and
Ronald L. Numbers (eds):
\booktitleScience and Religion Around
the World . . . . . . . . . . . . . . . 1209--1211
Peter Slezak Book Review: Mario Bunge:
\booktitleMatter and Mind: A
Philosophical Inquiry . . . . . . . . . 1213--1221
Stefan Artmann Book Review: George Terzis and Robert
Arp (eds): \booktitleInformation and
Living Systems: Philosophical and
Scientific Perspectives . . . . . . . . 1223--1228
Dietmar Höttecke HIPST --- History and Philosophy in
Science Teaching: A European Project . . 1229--1232
Dietmar Höttecke and
Andreas Henke and
Falk Riess Implementing History and Philosophy in
Science Teaching: Strategies, Methods,
Results and Experiences from the
European HIPST Project . . . . . . . . . 1233--1261
Douglas Allchin The Minnesota Case Study Collection: New
Historical Inquiry Case Studies for
Nature of Science Education . . . . . . 1263--1281
Igal Galili Promotion of Cultural Content Knowledge
Through the Use of the History and
Philosophy of Science . . . . . . . . . 1283--1316
Cibelle Celestino Silva and
Breno Arsioli Moura Science and Society: The Case of
Acceptance of Newtonian Optics in the
Eighteenth Century . . . . . . . . . . . 1317--1335
Ricardo Lopes Coelho Conceptual Problems in the Foundations
of Mechanics . . . . . . . . . . . . . . 1337--1356
Charbel N. El-Hani and
Nei F. Nunes-Neto Book Review: Panagiotis V. Kokkotas,
Katerina S. Malamitsa and Aikaterini A.
Rizaki (Ed.): \booktitleA dapting
Historical Knowledge Production to the
Classroom . . . . . . . . . . . . . . . 1357--1373
Elizabeth Cavicchi Book Review: Peter Heering and Roland
Wittje (eds): \booktitleLearning by
Doing: Experiments and Instruments in
the History of Science Teaching . . . . 1375--1380
Carol L. Smith Book Review: Stellan Ohlsson:
\booktitleDeep Learning: How the Mind
Overrides Experience . . . . . . . . . . 1381--1392
Michael R. Matthews Mario Bunge, Systematic Philosophy and
Science Education: An Introduction . . . 1393--1403
Joseph Agassi Between the Under-Labourer and the
Master-Builder: Observations on Bunge's
Method . . . . . . . . . . . . . . . . . 1405--1418
Alberto Cordero Mario Bunge's Scientific Realism . . . . 1419--1435
Martin Mahner The Role of Metaphysical Naturalism in
Science . . . . . . . . . . . . . . . . 1437--1459
Richard T. W. Arthur Virtual Processes and Quantum Tunnelling
as Fictions . . . . . . . . . . . . . . 1461--1473
Peter Slezak Mario Bunge's Materialist Theory of Mind
and Contemporary Cognitive Science . . . 1475--1484
Dan Alexander Seni Do the Modern Neurosciences Call for a
New Model of Organizational Cognition? 1485--1506
Andreas Pickel Between \bionameHomo Sociologicus and
\bionameHomo Biologicus: The Reflexive
Self in the Age of Social Neuroscience 1507--1526
Javier Virues-Ortega and
Camilo Hurtado-Parrado and
Toby L. Martin and
Flávia Julio Psycho-neural Identity as the Basis for
Empirical Research and Theorization in
Psychology: An Interview with Mario A.
Bunge . . . . . . . . . . . . . . . . . 1527--1534
Pierre Deleporte The Systemist Emergentist View of Mahner
and Bunge on `Species as Individuals':
What Use for Science and Education? . . 1535--1544
Poe Yu-ze Wan Analytical Sociology: A Bungean
Appreciation . . . . . . . . . . . . . . 1545--1565
Jean-Pierre Marquis Mario Bunge's Philosophy of Mathematics:
An Appraisal . . . . . . . . . . . . . . 1567--1594
Andrew M. Cavallo On Mario Bunge's Definition of System
and System Boundary . . . . . . . . . . 1595--1599
Mario Bunge Does Quantum Physics Refute Realism,
Materialism and Determinism? . . . . . . 1601--1610
Sibel Erduran Special Issue Reviewers . . . . . . . . 1611--1613
Kostas Kampourakis Philosophical Considerations in the
Teaching of Biology: Introduction to
Part I --- Philosophy of Biology and
Biological Explanation . . . . . . . . . 1--3
Peter Takacs and
Michael Ruse The Current Status of the Philosophy of
Biology . . . . . . . . . . . . . . . . 5--48
Massimo Pigliucci When Science Studies Religion: Six
Philosophy Lessons for Science Classes 49--67
Ingo Brigandt Explanation in Biology: Reduction,
Pluralism, and Explanatory Aims . . . . 69--91
Marc H. W. van Mil and
Dirk Jan Boerwinkel and
Arend Jan Waarlo Modelling Molecular Mechanisms: A
Framework of Scientific Reasoning to
Construct Molecular-Level Explanations
for Cellular Behaviour . . . . . . . . . 93--118
Julia Svoboda and
Cynthia Passmore The Strategies of Modeling in Biology
Education . . . . . . . . . . . . . . . 119--142
Kostas Kampourakis Philosophical Considerations in the
Teaching of Biology: Introduction to
Part II --- Evolution, Development and
Genetics . . . . . . . . . . . . . . . . 143--147
Robert Nola Darwin's Arguments in Favour of Natural
Selection and Against Special
Creationism . . . . . . . . . . . . . . 149--171
Kostas Kampourakis Teaching About Adaptation: Why
Evolutionary History Matters . . . . . . 173--188
Thomas A. C. Reydon Classifying Life, Reconstructing History
and Teaching Diversity: Philosophical
Issues in the Teaching of Biological
Systematics and Biodiversity . . . . . . 189--220
John S. Wilkins Biological Essentialism and the Tidal
Change of Natural Kinds . . . . . . . . 221--240
Jane Maienschein and
Karen Wellner Competing Views of Embryos for the
Twenty-First Century: Textbooks and
Society . . . . . . . . . . . . . . . . 241--253
Alan C. Love Interdisciplinary Lessons for the
Teaching of Biology from the Practice of
Evo--Devo . . . . . . . . . . . . . . . 255--278
Stavros Ioannidis Regulatory Evolution and Theoretical
Arguments in Evolutionary Biology . . . 279--292
Kostas Kampourakis Mendel and the Path to Genetics:
Portraying Science as a Social Process 293--324
Richard M. Burian On Gene Concepts and Teaching Genetics:
Episodes from Classical Genetics . . . . 325--344
Lia Midori Nascimento Meyer and
Gilberto Cafezeiro Bomfim and
Charbel Niño El-Hani How to Understand the Gene in the
Twenty-First Century? . . . . . . . . . 345--374
Kostas Kampourakis Philosophical Considerations in the
Teaching of Biology: Acknowledgement of
Reviewers . . . . . . . . . . . . . . . 375--376
Kostas Kampourakis Book Review: Michael Ruse (ed):
\booktitleThe Oxford Handbook of
Philosophy of Biology . . . . . . . . . 377--379
Thomas A. C. Reydon Book Review: Richard A. Richards:
\booktitleThe Species Problem: A
Philosophical Analysis . . . . . . . . . 381--389
Richard A. Richards Book Review: John S. Wilkins:
\booktitleSpecies: A History of the Idea 391--398
John Hedley Brooke Book Review: Alister E. McGrath:
\booktitleDarwinism and the Divine:
Evolutionary Thought and Natural
Theology . . . . . . . . . . . . . . . . 399--404
Massimo Pigliucci Book Review: Dennis R. Alexander and
Ronald L. Numbers (eds):
\booktitleBiology and Ideology: From
Descartes to Dawkins . . . . . . . . . . 405--409
Jeroen Van Bouwel Book Review: Sandra Mitchell:
\booktitleUnsimple Truths. Science,
Complexity, and Policy . . . . . . . . . 411--418
E. J. Blown and
T. G. K. Bryce Thought-Experiments About Gravity in the
History of Science and in Research into
Children's Thinking . . . . . . . . . . 419--481
Susanne Heinicke and
Peter Heering Discovering Randomness, Recovering
Expertise: The Different Approaches to
the Quality in Measurement of Coulomb
and Gauss and of Today's Students . . . 483--503
Maija Nousiainen Coherence of Pre-service Physics
Teachers' Views of the Relatedness of
Physics Concepts . . . . . . . . . . . . 505--525
James B. Clarage The Pythagorean Roots of Introductory
Physics . . . . . . . . . . . . . . . . 527--542
Liborio Dibattista and
Francesca Morgese Introducing History (and Philosophy) of
Science in the Classroom: A Field
Research Experience in Italy . . . . . . 543--576
Ralph M. Barnes and
Rebecca A. Church Proponents of Creationism but not
Proponents of Evolution Frame the
Origins Debate in Terms of Proof . . . . 577--603
Mike U. Smith The Role of Authority in Science and
Religion with Implications for Science
Teaching and Learning . . . . . . . . . 605--634
Uffe Thomas Jankvist History, Applications, and Philosophy in
Mathematics Education: HAPh --- A Use of
Primary Sources . . . . . . . . . . . . 635--656
Casper Andersen and
Jakob Bek-Thomsen and
Mathias Clasen and
Stine Slot Grumsen and
Hans Henrik Hjermitslev and
Peter C. Kjærgaard Evolution 2.0. The Unexpected Learning
Experience of Making a Digital Archive 657--675
Annika M. Svedholm and
Marjaana Lindeman Healing, Mental Energy in the Physics
Classroom: Energy Conceptions and Trust
in Complementary and Alternative
Medicine in Grade 10--12 Students . . . 677--694
Roger D. Boyle Whom shall we Put on the Postage Stamps? 695--707
Kai Horsthemke Book Review: Claudia W. Ruitenberg and
D. C. Phillips (eds.):
\booktitleEducation, Culture and
Epistemological Diversity --- Mapping a
Disputed Terrain . . . . . . . . . . . . 709--716
Andre K. T. Assis Book Review: Karin Reich and Elena
Roussanova: \booktitleCarl Friedrich
Gauss und Russland: Sein Briefwechsel
mit in Russland wirkenden
Wissenschaftlern . . . . . . . . . . . . 717--721
Laurence Simonneaux Book Review: Troy D. Sadler (ed.):
\booktitleSocio- Scientific Issues in
the Classroom: Teaching, Learning and
Research . . . . . . . . . . . . . . . . 723--728
Harvey Siegel Book Review: Stathis Psillos and Martin
Curd (eds): \booktitleThe Routledge
Companion to Philosophy of Science . . . 729--731
Steven Turner Book Review: Klaus Staubermann (ed.):
\booktitleReconstructions: Recreating
Science and Technology of the Past . . . 733--736
John Henry Book Review: Steffen Ducheyne:
\booktitleThe Main Business of Natural
Philosophy: Isaac Newton's
Natural-Philosophical Methodology . . . 737--746
Kevin McCain Book Review: Robert Audi:
\booktitleEpistemology: A Contemporary
Introduction to the Theory of Knowledge 747--752
Mansoor Niaz Book Review: Kostas Gavroglu and Ana
Simões: \booktitleNeither Physics nor
Chemistry: A History of Quantum
Chemistry . . . . . . . . . . . . . . . 753--758
Elizabeth Neswald Book Review: Lorraine Daston and
Elizabeth Lunbeck (eds.):
\booktitleHistories of Scientific
Observation . . . . . . . . . . . . . . 759--761
Josep Simon Cross-National and Comparative History
of Science Education: An Introduction 763--768
Mónica Blanco The Mathematical Courses of Pedro
Padilla and Étienne Bézout: Teaching
Calculus in Eighteenth-Century Spain and
France . . . . . . . . . . . . . . . . . 769--788
Konstantinos Tampakis Science Education and the Emergence of
the Specialized Scientist in Nineteenth
Century Greece . . . . . . . . . . . . . 789--805
Sofie Onghena A Blend of Romanism and Germanism:
Experimental Science Instruction in
Belgian State Secondary Education,
1880--1914 . . . . . . . . . . . . . . . 807--825
Michelle Hoffman Shunning the Bird's Eye View: General
Science in the Schools of Ontario and
Quebec . . . . . . . . . . . . . . . . . 827--846
Catherine Radtka Temperature in Science Textbooks:
Changes and Trends in Cross-National
Perspective (1950--2000) . . . . . . . . 847--866
Stuart Rowlands Book Review: Christopher Pincock:
\booktitleMathematics and Scientific
Representation . . . . . . . . . . . . . 867--872
José Luis Luján Book Review: Heather E. Douglas:
\booktitleScience, Policy, and the
Value-Free Ideal . . . . . . . . . . . . 873--875
Michael H. Shank Book Review: J. L. Heilbron:
\booktitleGalileo . . . . . . . . . . . 877--880
Esther M. van Dijk Book Review: Myint Swe Khine (Ed):
\booktitleAdvances in Nature of Science
Research: Concepts and Methodologies . . 881--886
Arthur Stinner Book Review: Graham Farmelo:
\booktitleThe Strangest Man: The Hidden
Life of Paul Dirac . . . . . . . . . . . 887--891
Keith S. Taber Book Review: Mansoor Niaz:
\booktitleFrom `Science in the Making'
to Understanding the Nature of Science:
An Overview for Science Educators . . . 893--911
Alan Chalmers Hasok Chang: Is Water H$_2$O? Evidence,
Pluralism and Realism, Boston Studies in
the Philosophy of Science . . . . . . . 913--920
Yonatan I. Fishman and
Maarten Boudry Does Science Presuppose Naturalism (or
Anything at All)? . . . . . . . . . . . 921--949
Hayo Siemsen Ernst Mach and George Sarton's
Successors: The Implicit Role Model of
Teaching Science in USA and
Elsewhere,Part II . . . . . . . . . . . 951--1000
Ugo Besson Historical Scientific Models and
Theories as Resources for Learning and
Teaching: The Case of Friction . . . . . 1001--1042
Ricardo Lopes Coelho Could HPS Improve Problem-Solving? . . . 1043--1068
Aikaterini Konstantinidou and
Fabrizio Macagno Understanding Students' Reasoning:
Argumentation Schemes as an
Interpretation Method in Science
Education . . . . . . . . . . . . . . . 1069--1087
Catherine Barrue and
Virginie Albe Citizenship Education and
Socioscientific Issues: Implicit Concept
of Citizenship in the Curriculum, Views
of French Middle School Teachers . . . . 1089--1114
Zhi Hong Wan and
Siu Ling Wong and
Ying Zhan When Nature of Science Meets Marxism:
Aspects of Nature of Science Taught by
Chinese Science Teacher Educators to
Prospective Science Teachers . . . . . . 1115--1140
Aikaterini Rizaki and
Panagiotis Kokkotas The Use of History and Philosophy of
Science as a Core for a
Socioconstructivist Teaching Approach of
the Concept of Energy in Primary
Education . . . . . . . . . . . . . . . 1141--1165
Katharine Anderson and
Mélanie Frappier and
Elizabeth Neswald and
Henry Trim Reading Instruments: Objects, Texts and
Museums . . . . . . . . . . . . . . . . 1167--1189
Ángel Vázquez-Alonso and
Antonio García-Carmona and
María Antonia Manassero-Mas and
Antoni Benn\`assar-Roig Spanish Secondary-School Science
Teachers' Beliefs About
Science--Technology--Society (STS)
Issues . . . . . . . . . . . . . . . . . 1191--1218
Maarten Boudry Book Review: Alvin Plantinga:
\booktitleWhere the Conflict Really
Lies. Science, Religion and Naturalism 1219--1227
Darrell P. Rowbottom Book Review: P. K. Feyerabend:
\booktitleThe Tyranny of Science . . . . 1229--1231
Jean-François Gauvin Book Review: Peter Harrison, Ronald L.
Numbers, and Michael H. Shank (eds.):
\booktitleWrestling with Nature: From
Omens to Science . . . . . . . . . . . . 1233--1235
Anna Mohr Book Review: Sandra Harding (ed):
\booktitleThe Postcolonial Science and
Technology Reader . . . . . . . . . . . 1237--1240
Alessandro Minelli Book Review: Poiani, Aldo (ed.):
\booktitlePragmatic Evolution:
Applications of Evolutionary Theory . . 1241--1246
Keith Thomson Book Review: Thomas Dixon, Geoffrey
Cantor, and Stephen Pumfrey (eds):
\booktitleScience and Religion: New
Historical Perspectives . . . . . . . . 1247--1251
Xiang Chen Book Review: Edouard Machery:
\booktitleDoing Without Concepts . . . . 1253--1255
Kevin McCain Book Review: Matthias Steup and Ernest
Sosa (eds): \booktitleContemporary
Debates in Epistemology . . . . . . . . 1257--1263
Kostas Kampourakis Book Review: R. Duschl, H.
Schweingruber, and A. Shouse:
\booktitleTaking Science to School:
Learning and Teaching in Grades K--8 . . 1265--1266
Keith S. Taber Book Review: Ken Springer:
\booktitleEducational Research: A
Contextual Approach . . . . . . . . . . 1267--1279
Fanny Seroglou Introduction . . . . . . . . . . . . . . 1301--1303
Alberto Cordero Conversations Across Meaning Variance 1305--1313
Eduard Glas Mathematics Education and the
Objectivist Programme in HPS . . . . . . 1315--1321
Suvi Tala Knowledge Building Expertise:
Nanomodellers' Education as an Example 1323--1346
Otto Lappi Qualitative Quantitative and
Experimental Concept Possession,
Criteria for Identifying Conceptual
Change in Science Education . . . . . . 1347--1359
Terhi Mäntylä Promoting Conceptual Development in
Physics Teacher Education:
Cognitive--Historical Reconstruction of
Electromagnetic Induction Law . . . . . 1361--1387
Anna-Mari Rusanen and
Samuli Pöyhönen Concepts in Change . . . . . . . . . . . 1389--1403
Ana Raquel Pereira de Ataíde and
Ileana Maria Greca Epistemic Views of the Relationship
Between Physics and Mathematics: Its
Influence on the Approach of
Undergraduate Students to Problem
Solving . . . . . . . . . . . . . . . . 1405--1421
Sangwoo Ha and
Gyoungho Lee and
Calvin S. Kalman Workshop on Friction: Understanding and
Addressing Students' Difficulties in
Learning Science Through a Hermeneutical
Perspective . . . . . . . . . . . . . . 1423--1441
Laurence Maurines and
Daniel Beaufils Teaching the Nature of Science in
Physics Courses: The Contribution of
Classroom Historical Inquiries . . . . . 1443--1465
Tasos Hovardas A Critical Reading of Ecocentrism and
Its Meta-Scientific Use of Ecology:
Instrumental Versus Emancipatory
Approaches in Environmental Education
and Ecology Education . . . . . . . . . 1467--1483
Andreia Guerra and
Marco Braga and
José Claudio Reis History, Philosophy, and Science in a
Social Perspective: A Pedagogical
Project . . . . . . . . . . . . . . . . 1485--1503
Haydée Santilli and
Jorge Norberto Cornejo The Influence of Positivism in the
Nineteenth Century Astronomy in
Argentina . . . . . . . . . . . . . . . 1505--1518
Arthur Galamba Rómulo de Carvalho's Humanistic Chemistry
Syllabus in the 1948 Portuguese Liceal
Reform . . . . . . . . . . . . . . . . . 1519--1536
Pierre Lauginie How did Light Acquire a Velocity? . . . 1537--1554
Michael R. Matthews Reviewers Volume 22 Number 6 . . . . . . 1555--1557
Sibel Erduran Philosophy, Chemistry and Education: An
Introduction . . . . . . . . . . . . . . 1559--1562
Andrea I. Woody How is the Ideal Gas Law Explanatory? 1563--1580
Emma Tobin Chemical Laws, Idealization and
Approximation . . . . . . . . . . . . . 1581--1592
Agustín Adúriz-Bravo A `Semantic' View of Scientific Models
for Science Education . . . . . . . . . 1593--1611
José A. Chamizo A New Definition of Models and Modeling
in Chemistry's Teaching . . . . . . . . 1613--1632
Merc\`e Izquierdo-Aymerich School Chemistry: An Historical and
Philosophical Approach . . . . . . . . . 1633--1653
Micah Newman Emergence, Supervenience, and
Introductory Chemical Education . . . . 1655--1667
Pierre Laszlo Towards Teaching Chemistry as a Language 1669--1706
Mariam Thalos The Lens of Chemistry . . . . . . . . . 1707--1721
Manuel Fernández-González Idealization in Chemistry: Pure
Substance and Laboratory Product . . . . 1723--1740
Ebru Kaya and
Sibel Erduran Integrating Epistemological Perspectives
on Chemistry in Chemical Education: The
Cases of Concept Duality, Chemical
Language, and Structural Explanations 1741--1755
Vicente Talanquer School Chemistry: The Need for
Transgression . . . . . . . . . . . . . 1757--1773
Joseph E. Earley, Sr. A New `Idea of Nature' for Chemical
Education . . . . . . . . . . . . . . . 1775--1786
Andoni Garritz Teaching the Philosophical
Interpretations of Quantum Mechanics and
Quantum Chemistry Through Controversies 1787--1807
Marcos Antonio Pinto Ribeiro and
Duarte Costa Pereira Constitutive Pluralism of Chemistry:
Thought Planning, Curriculum,
Epistemological and Didactic
Orientations . . . . . . . . . . . . . . 1809--1837
Veli-Matti Vesterinen and
Maija Aksela and
Jari Lavonen Quantitative Analysis of Representations
of Nature of Science in Nordic Upper
Secondary School Textbooks Using
Framework of Analysis Based on
Philosophy of Chemistry . . . . . . . . 1839--1855
Amparo Vilches and
Daniel Gil-Pérez Creating a Sustainable Future: Some
Philosophical and Educational
Considerations for Chemistry Teaching 1857--1872
Jesper Sjöström Towards Bildung-Oriented Chemistry
Education . . . . . . . . . . . . . . . 1873--1890
Michael R. Matthews Reviewers . . . . . . . . . . . . . . . 1891--1893
Olivia Levrini and
Paola Fantini Encountering Productive Forms of
Complexity in Learning Modern Physics 1895--1910
Igal Galili On the Power of Fine Arts Pictorial
Imagery in Science Education . . . . . . 1911--1938
Catherine Kendig Integrating History and Philosophy of
the Life Sciences in Practice to Enhance
Science Education: Swammerdam's Historia
Insectorum Generalis and the Case of the
Water Flea . . . . . . . . . . . . . . . 1939--1961
Georgios Tsaparlis and
Sotiris Hartzavalos and
Canan Nakibo\uglu Students' Knowledge of Nuclear Science
and Its Connection with Civic Scientific
Literacy in Two European Contexts: The
Case of Newspaper Articles . . . . . . . 1963--1991
Tasos Patronis and
Dimitris Spanos Exemplarity in Mathematics Education:
from a Romanticist Viewpoint to a Modern
Hermeneutical One . . . . . . . . . . . 1993--2005
David R. Legates and
Willie Soon and
William M. Briggs Learning and Teaching Climate Science:
The Perils of Consensus Knowledge Using
Agnotology . . . . . . . . . . . . . . . 2007--2017
Daniel Bedford and
John Cook Agnotology, Scientific Consensus, and
the Teaching and Learning of Climate
Change: A Response to Legates, Soon and
Briggs . . . . . . . . . . . . . . . . . 2019--2030
K. C. de Berg Book Review: Niaz, M. & Marcano, C.
(2012): \booktitleReconstruction of
Wave--Particle Duality and Its
Implications for General Chemistry
Textbooks . . . . . . . . . . . . . . . 2031--2033
Mansoor Niaz Book Review: Marcia C. Linn and
Bat-Sheva Eylon: \booktitleScience
Learning and Instruction: Taking
Advantage of Technology to Promote
Knowledge Integration . . . . . . . . . 2035--2039
Karl S. Rosengren Book Review: Paul Thagard: \booktitleThe
Cognitive Science of Science:
Explanation, Discovery, and Conceptual
Change . . . . . . . . . . . . . . . . . 2041--2045
Alfredo Marcos Book Review: Massimo Pigliucci:
\booktitleAnswers for Aristotle. How
Science and Philosophy Can Lead Us to a
More Meaningful Life . . . . . . . . . . 2047--2052
Michael R. Matthews Book Review: Tim Sprod:
\booktitleDiscussions in Science:
Promoting Conceptual Understanding in
the Middle School Years . . . . . . . . 2053--2054
Lars B. Krogh and
Keld Nielsen Introduction: How Science Works --- and
How to Teach It . . . . . . . . . . . . 2055--2065
Kristian H. Nielsen Scientific Communication and the Nature
of Science . . . . . . . . . . . . . . . 2067--2086
Fouad Abd-El-Khalick Teaching With and About Nature of
Science, and Science Teacher Knowledge
Domains . . . . . . . . . . . . . . . . 2087--2107
Richard A. Duschl and
Richard Grandy Two Views About Explicitly Teaching
Nature of Science . . . . . . . . . . . 2109--2139
Esther M. van Dijk Relevant Features of Science: Values in
Conservation Biology . . . . . . . . . . 2141--2156
Tinne Hoff Kjeldsen and
Morten Blomhòj Developing Students' Reflections on the
Function and Status of Mathematical
Modeling in Different Scientific
Practices: History as a Provider of
Cases . . . . . . . . . . . . . . . . . 2157--2171
Andrea Schumacher and
Christiane S. Reiners Designing Authentic Learning
Environments in Chemistry Lessons:
Paving the Way in Pre-Service Teacher
Education . . . . . . . . . . . . . . . 2173--2191
Veli-Matti Vesterinen and
Maija Aksela Design of Chemistry Teacher Education
Course on Nature of Science . . . . . . 2193--2225
Ismo T. Koponen and
Laura Huttunen Concept Development in Learning Physics:
The Case of Electric Current and Voltage
Revisited . . . . . . . . . . . . . . . 2227--2254
Michael Ruse Teaching the Classics: The Origin of
Species as a Case Study . . . . . . . . 2255--2265
Jonathan Hodge Darwin's Book: \booktitleOn the Origin
of Species . . . . . . . . . . . . . . . 2267--2294
Michael Ruse David N. Reznick's \booktitleThe
``\booktitleOrigin'' Then and Now: An
Interpretive Guide to the
``\booktitleOrigin of Species'': A Précis 2295--2316
Michael Ruse Science and the Humanities: Stephen Jay
Gould's Quest to Join the High Table . . 2317--2326
Vassiliki Betty Smocovitis Book Review: M. J. S. Hodge:
\booktitleBefore and After Darwin.
Origins, Species, Cosmogonies, and
Ontologies and Darwin Studies. A
Theorist and his Theories in their
Contexts . . . . . . . . . . . . . . . . 2327--2331
Íñigo Ongay de Felipe Elliott Sober (2011): Did Darwin Write
the Origin Backwards: Philosophical
Essays on Darwin's Theory . . . . . . . 2333--2335
Ugur Parlar Book Review: Kevin N. Laland and Gillian
R. Brown: \booktitleSense and Nonsense:
Evolutionary Perspectives on Human
Behaviour, Second Edition . . . . . . . 2337--2340
Luca Valera Book Review: Alfredo Marcos:
\booktitlePostmodern Aristotle . . . . . 2341--2345
Íñigo Ongay de Felipe Book Review: Gustavo Bueno:
\booktitleSciences as Categorical
Closures . . . . . . . . . . . . . . . . 2347--2349
Andreas J. Stylianides and
Leo F. Rogers Alberto A. Martinez: The Cult of
Pythagoras: Math and Myths . . . . . . . 2351--2355
John Henry Book Review: Jed Z. Buchwald and
Mordechai Feingold: \booktitleNewton and
the Origin of Civilization . . . . . . . 2357--2362
Gürol Irzik Introduction: Commercialization of
Academic Science and a New Agenda for
Science Education . . . . . . . . . . . 2375--2384
Daniel Lee Kleinman and
Noah Weeth Feinstein and
Greg Downey Beyond Commercialization: Science,
Higher Education and the Culture of
Neoliberalism . . . . . . . . . . . . . 2385--2401
Daniel Lee Kleinman and
Noah Weeth Feinstein and
Greg Downey Erratum to: Beyond Commercialization:
Science, Higher Education and the
Culture of Neoliberalism . . . . . . . . 2403--2403
Sibel Erduran and
Ebru Z. Mugaloglu Interactions of Economics of Science and
Science Education: Investigating the
Implications for Science Teaching and
Learning . . . . . . . . . . . . . . . . 2405--2425
Jesper Sjöström Eco-Driven Chemical Research in the
Boundary Between Academia and Industry 2427--2441
Tarja Knuuttila Science in a New Mode: Good Old
(Theoretical) Science Versus Brave New
(Commodified) Knowledge Production? . . 2443--2461
Marcos Barbosa de Oliveira On the Commodification of Science: The
Programmatic Dimension . . . . . . . . . 2463--2483
Koen Vermeir Scientific Research: Commodities or
Commons? . . . . . . . . . . . . . . . . 2485--2510
Loet Leydesdorff Sociological and
Communication-Theoretical Perspectives
on the Commercialization of the Sciences 2511--2527
Jordan Bartol Re-examining the Gene in Personalized
Genomics . . . . . . . . . . . . . . . . 2529--2546
Martin Carrier Values and Objectivity in Science:
Value-Ladenness, Pluralism and the
Epistemic Attitude . . . . . . . . . . . 2547--2568
Jürgen Renn Einstein as a Missionary of Science . . 2569--2591
Zhi Hong Wan and
Siu Ling Wong and
Ying Zhan Teaching Nature of Science to Preservice
Science Teachers: A Phenomenographic
Study of Chinese Teacher Educators'
Conceptions . . . . . . . . . . . . . . 2593--2619
Athanasios Velentzas and
Krystallia Halkia From Earth to Heaven: Using `Newton's
Cannon' Thought Experiment for Teaching
Satellite Physics . . . . . . . . . . . 2621--2640
Kwok-chi Lau and
Shi-lun Chan Teaching About Theory-Laden Observation
to Secondary Students Through
Manipulated Lab Inquiry Experience . . . 2641--2658
Arthur Galamba Rómulo de Carvalho's Work on the
Popularization of Science During
Salazarism . . . . . . . . . . . . . . . 2659--2677
Pratchayapong Yasri and
Shagufta Arthur and
Mike U. Smith and
Rebecca Mancy Relating Science and Religion: An
Ontology of Taxonomies and Development
of a Research Tool for Identifying
Individual Views . . . . . . . . . . . . 2679--2707
Rory J. Glass Tacit Beginnings Towards a Model of
Scientific Thinking . . . . . . . . . . 2709--2725
Victor J. Katz and
Uffe Thomas Jankvist and
Michael N. Fried and
Stuart Rowlands Special Issue on History and Philosophy
of Mathematics in Mathematics Education 1--6
Janet Heine Barnett and
Jerry Lodder and
David Pengelley The Pedagogy of Primary Historical
Sources in Mathematics: Classroom
Practice Meets Theoretical Frameworks 7--27
Tinne Hoff Kjeldsen and
Pernille Hviid Petersen Bridging History of the Concept of
Function with Learning of Mathematics:
Students' Meta-Discursive Rules, Concept
Formation and Historical Awareness . . . 29--45
Reidar Mosvold and
Arne Jakobsen and
Uffe Thomas Jankvist How Mathematical Knowledge for Teaching
May Profit from the Study of History of
Mathematics . . . . . . . . . . . . . . 47--60
Ioannis Papadopoulos How Archimedes Helped Students to
Unravel the Mystery of the Magical
Number Pi . . . . . . . . . . . . . . . 61--77
Evangelos N. Panagiotou A Voyage of Mathematical and Cultural
Awareness for Students of Upper
Secondary School . . . . . . . . . . . . 79--123
Osama Taani Multiple Paths to Mathematics Practice
in Al-Kashi's Key to Arithmetic . . . . 125--141
Hilary Povey `Walking in a Foreign and Unknown
Landscape': Studying the History of
Mathematics in Initial Teacher Education 143--157
Mustafa Alpaslan and
Mine I\csìksal and
Çi\ugdem Haser Pre-service Mathematics Teachers'
Knowledge of History of Mathematics and
Their Attitudes and Beliefs Towards
Using History of Mathematics in
Mathematics Education . . . . . . . . . 159--183
Giuseppina Fenaroli and
Fulvia Furinghetti and
Annamaria Somaglia Rethinking Mathematical Concepts with
the Lens of the History of Mathematics:
An Experiment with Prospective Secondary
Teachers . . . . . . . . . . . . . . . . 185--203
Uffe Thomas Jankvist and
Steffen Mòllegaard Iversen `Whys' and `Hows' of Using Philosophy in
Mathematics Education . . . . . . . . . 205--222
John Cable La Même Chose: How Mathematics Can
Explain the Thinking of Children and the
Thinking of Children Can Illuminate
Mathematical Philosophy . . . . . . . . 223--240
Andrew Fiss Cultivating Parabolas in the Parlor
Garden: Reconciling Mathematics
Education and Feminine Ideals in
Nineteenth-Century America . . . . . . . 241--250
Kostas Kampourakis and
Thomas A. C. Reydon and
George P. Patrinos and
Bruno J. Strasser Genetics and Society --- Educating
Scientifically Literate Citizens:
Introduction to the Thematic Issue . . . 251--258
Diane B. Paul What Was Wrong with Eugenics?
Conflicting Narratives and Disputed
Interpretations . . . . . . . . . . . . 259--271
Raphael Falk The Allusion of the Gene:
Misunderstandings of the Concepts
Heredity and Gene . . . . . . . . . . . 273--284
Norman G. Lederman and
Allison Antink and
Stephen Bartos Nature of Science, Scientific Inquiry,
and Socio-Scientific Issues Arising from
Genetics: A Pathway to Developing a
Scientifically Literate Citizenry . . . 285--302
Marida Ergazaki and
Aspa Alexaki and
Chrysa Papadopoulou and
Marieleni Kalpakiori Young Children's Reasoning About
Physical & Behavioural Family
Resemblance: Is There a Place for a
Precursor Model of Inheritance? . . . . 303--323
Jenny Donovan and
Grady Venville Blood and Bones: The Influence of the
Mass Media on Australian Primary School
Children's Understandings of Genes and
DNA . . . . . . . . . . . . . . . . . . 325--360
Jenny Lewis From Flavr Savr Tomatoes to Stem Cell
Therapy: Young People's Understandings
of Gene Technology, 15 Years on . . . . 361--379
Niklas M. Gericke and
Mariana Hagberg and
Vanessa Carvalho dos Santos and
Leyla Mariane Joaquim and
Charbel N. El-Hani Conceptual Variation or Incoherence?
Textbook Discourse on Genes in Six
Countries . . . . . . . . . . . . . . . 381--416
Jérémy Castéra and
Pierre Clément Teachers' Conceptions About the Genetic
Determinism of Human Behaviour: A Survey
in 23 Countries . . . . . . . . . . . . 417--443
Teresa L. McElhinny and
Michael J. Dougherty and
Bethany V. Bowling and
Julie C. Libarkin The Status of Genetics Curriculum in
Higher Education in the United States:
Goals and Assessment . . . . . . . . . . 445--464
María Pilar Jiménez-Aleixandre Determinism and Underdetermination in
Genetics: Implications for Students'
Engagement in Argumentation and
Epistemic Practices . . . . . . . . . . 465--484
Dirk Jan Boerwinkel and
Tsjalling Swierstra and
Arend Jan Waarlo Reframing and Articulating
Socio-scientific Classroom Discourses on
Genetic Testing from an STS Perspective 485--507
Bernard E. Rollin The Perfect Storm --- Genetic
Engineering, Science, and Ethics . . . . 509--517
Anonymous Genetics and Society Thematic Issue:
Acknowledgement of Reviewers . . . . . . 519--520
George N. Vlahakis and
Kostas Skordoulis and
Kostas Tampakis Introduction: Science and Literature
Special Isssue . . . . . . . . . . . . . 521--526
Aimee Slaughter Ray Guns and Radium: Radiation in the
Public Imagination as Reflected in Early
American Science Fiction . . . . . . . . 527--539
María del Pilar Blanco ``Palabras de la ciencia'': Pedro
Castera and Scientific Writing in
Mexico's Fin de Si\`ecle . . . . . . . . 541--556
Pietro Daniel Omodeo Renaissance Science and Literature:
Benedetti, Ovid and the Transformations
of Phaeton's Myth after Copernicus . . . 557--564
Tom Furniss James Hutton's Geological Tours of
Scotland: Romanticism, Literary
Strategies, and the Scientific Quest . . 565--588
Axel Gelfert Observation, Inference, and Imagination:
Elements of Edgar Allan Poe's Philosophy
of Science . . . . . . . . . . . . . . . 589--607
Maria Terdimou Odysseas Elytis: The Arithmetician and
Geometrician Poet . . . . . . . . . . . 609--620
Panagiotis Pantidos and
Konstantinos Ravanis and
Kostas Valakas and
Evangelos Vitoratos Incorporating Poeticality into the
Teaching of Physics . . . . . . . . . . 621--642
Andreia Guerra and
Marco Braga The Name of the Rose: A Path to Discuss
the Birth of Modern Science . . . . . . 643--654
Tzveta Sofronieva Erwin Schrödinger's Poetry . . . . . . . 655--672
Sam George Carl Linnaeus, Erasmus Darwin and Anna
Seward: Botanical Poetry and Female
Education . . . . . . . . . . . . . . . 673--694
Stefanie Dach and
Tomá\vs Marvan Book Review: Alex Rosenberg (2011),
\booktitleThe Atheist's Guide to
Reality: Enjoying Life without Illusions 695--706
Andre K. T. Assis Book Review: Michael Eckert:
\booktitleArnold Sommerfeld: Science,
Life and Turbulent Times 1868--1951,
Translated by Tom Artin . . . . . . . . 707--710
Kostas Kampourakis Book Review: Michael Ruse (Ed.),
\booktitleThe Cambridge Encyclopedia of
Darwin and Evolutionary Thought . . . . 711--714
Dimitris Koliopoulos and
Anastasia Filippoupoliti Introduction . . . . . . . . . . . . . . 715--718
Jean-Marc Lévy-Leblond The Muses of Science: A Utopian Oracle 719--725
Marta C. Lourenço and
Samuel Gessner Documenting Collections: Cornerstones
for More History of Science in Museums 727--745
Pietro Cerreta The Gravity- Powered Calculator, a
Galilean Exhibit . . . . . . . . . . . . 747--760
Lidia Falomo Bernarduzzi and
Gabriele Albanesi and
Fabio Bevilacqua Museum Heroes All: The Pavia Approach to
School--Science Museum Interactions . . 761--780
Anastasia Filippoupoliti and
Dimitris Koliopoulos Informal and Non-formal Education: An
Outline of History of Science in Museums 781--791
Stefaan Blancke and
Tammy Schellens and
Ronald Soetaert and
Hilde Van Keer and
Johan Braeckman From Ends to Causes (and Back Again) by
Metaphor: The Paradox of Natural
Selection . . . . . . . . . . . . . . . 793--808
Cécile de Hosson and
Nicolas Décamp Using Ancient Chinese and Greek
Astronomical Data: A Training Sequence
in Elementary Astronomy for Pre-Service
Primary School Teachers . . . . . . . . 809--827
Ebru Z. Mugaloglu The Problem of Pseudoscience in Science
Education and Implications of
Constructivist Pedagogy . . . . . . . . 829--842
Feng Deng and
Ching Sing Chai and
Chin-Chung Tsai and
Tzung-Jin Lin Assessing South China (Guangzhou) High
School Students' Views on Nature of
Science: A Validation Study . . . . . . 843--863
\cSule Dönerta\cs Kösem and
Ömer Faruk Özdemir The Nature and Role of Thought
Experiments in Solving Conceptual
Physics Problems . . . . . . . . . . . . 865--895
Ileana M. Greca and
Eugenia Seoane and
Irene Arriassecq Epistemological Issues Concerning
Computer Simulations in Science and
Their Implications for Science Education 897--921
Matteo Leone History of Physics as a Tool to Detect
the Conceptual Difficulties Experienced
by Students: The Case of Simple Electric
Circuits in Primary Education . . . . . 923--953
José Antonio Chamizo The Role of Instruments in Three
Chemical' Revolutions . . . . . . . . . 955--982
Michael Matthews Introduction . . . . . . . . . . . . . . 983--985
Kunimasa Sato Reconsideration of the Paradox of
Inquiry . . . . . . . . . . . . . . . . 987--995
Axel Gelfert Applicability, Indispensability, and
Underdetermination: Puzzling Over
Wigner's `Unreasonable Effectiveness of
Mathematics' . . . . . . . . . . . . . . 997--1009
Yong Wook Cheong and
Jinwoong Song Different Levels of the Meaning of
Wave--Particle Duality and a Suspensive
Perspective on the Interpretation of
Quantum Theory . . . . . . . . . . . . . 1011--1030
Jiyeon Na and
Jinwoong Song Why Everyday Experience? Interpreting
Primary Students' Science Discourse from
the Perspective of John Dewey . . . . . 1031--1049
Minsu Ha and
Ross H. Nehm Darwin's Difficulties and Students'
Struggles with Trait Loss:
Cognitive--Historical Parallelisms in
Evolutionary Explanation . . . . . . . . 1051--1074
Shinyoung Lee and
Heui-Baik Kim Exploring Secondary Students'
Epistemological Features Depending on
the Evaluation Levels of the Group Model
on Blood Circulation . . . . . . . . . . 1075--1099
Hyang-yon Rhee and
Kyunghee Choi Development and Implementation of
Science and Technology Ethics Education
Program for Prospective Science Teachers 1101--1130
Hunkoog Jho and
Hye-Gyoung Yoon and
Mijung Kim The Relationship of Science Knowledge,
Attitude and Decision Making on
Socio-scientific Issues: The Case Study
of Students' Debates on a Nuclear Power
Plant in Korea . . . . . . . . . . . . . 1131--1151
Tetsuo Isozaki The Organisation and the
Recontextualization of Rika (School
Science) Education in the Second Half of
the Nineteenth Century in Japan . . . . 1153--1168
Hyeran Park and
Wendy Nielsen and
Earl Woodruff Students' Conceptions of the Nature of
Science: Perspectives from Canadian and
Korean Middle School Students . . . . . 1169--1196
Sun Young Kim and
Sang Wook Yi and
Eun Hee Cho Production of a Science Documentary and
its Usefulness in Teaching the Nature of
Science: Indirect Experience of How
Science Works . . . . . . . . . . . . . 1197--1216
Finn Collin Book Review: Vasso Kindi and Theodore
Arabatzis (eds.) \booktitleKuhn's The
Structure of Scientific Revolutions
Revisited . . . . . . . . . . . . . . . 1217--1222
Angelo Cei Book Review: Alexander Bird and James
Ladyman: \booktitleArguing About Science 1223--1228
Colin Gauld Book Review: Gregory L. Baker (2011):
\booktitleSeven Tales of the Pendulum 1229--1230
Fabio Bevilacqua Energy: Learning from the Past . . . . . 1231--1243
Rachael Lancor Using Metaphor Theory to Examine
Conceptions of Energy in Biology,
Chemistry, and Physics . . . . . . . . . 1245--1267
Luca Guzzardi Energy, Metaphysics, and Space: Ernst
Mach's Interpretation of Energy
Conservation as the Principle of
Causality . . . . . . . . . . . . . . . 1269--1291
Nikos Kanderakis What is the Meaning of the Physical
Magnitude `Work'? . . . . . . . . . . . 1293--1308
Ugo Besson and
Anna De Ambrosis Teaching Energy Concepts by Working on
Themes of Cultural and Environmental
Value . . . . . . . . . . . . . . . . . 1309--1338
Francesco Guerra and
Matteo Leone and
Nadia Robotti When Energy Conservation Seems to Fail:
The Prediction of the Neutrino . . . . . 1339--1359
Ricardo Lopes Coelho On the Concept of Energy: Eclecticism
and Rationality . . . . . . . . . . . . 1361--1380
Charbel N. El-Hani Book Review: Kampourakis, K. (ed.)
(2013): \booktitleThe Philosophy of
Biology: A Companion for Educators . . . 1381--1402
Saulo de Freitas Araujo Book Review: Roger Smith (2013).
\booktitleBetween Mind and Nature: A
History of Psychology . . . . . . . . . 1403--1406
Ageliki Lefkaditou Book Review: Ann Morning: \booktitleThe
Nature of Race: How Scientists Think and
Teach about Human Difference . . . . . . 1407--1410
Ismo T. Koponen Introduction: Conceptual Change and Its
Models . . . . . . . . . . . . . . . . . 1411--1412
Anna-Mari Rusanen Towards to An Explanation for Conceptual
Change: A Mechanistic Alternative . . . 1413--1425
Stella Vosniadou and
Irini Skopeliti Conceptual Change from the Framework
Theory Side of the Fence . . . . . . . . 1427--1445
Natassa Kyriakopoulou and
Stella Vosniadou Using Theory of Mind to Promote
Conceptual Change in Science . . . . . . 1447--1462
David E. Brown Students' Conceptions as Dynamically
Emergent Structures . . . . . . . . . . 1463--1483
Stellan Ohlsson and
David G. Cosejo What Can Be Learned From a Laboratory
Model of Conceptual Change? Descriptive
Findings and Methodological Issues . . . 1485--1504
Jesper Haglund and
Fredrik Jeppsson Confronting Conceptual Challenges in
Thermodynamics by Use of Self-Generated
Analogies . . . . . . . . . . . . . . . 1505--1529
Paul Thagard Explanatory Identities and Conceptual
Change . . . . . . . . . . . . . . . . . 1531--1548
Maria Elice Brzezinski Prestes Book Review: Sally Gregory Kohlstedt:
\booktitleTeaching Children Science:
Hands-on Nature Study in North America,
1890--1930 . . . . . . . . . . . . . . . 1549--1554
Stuart Glennan Book Review: Carl F. Craver and Lindley
Darden: \booktitleIn Search of
Mechanisms: Discoveries Across the Life
Sciences . . . . . . . . . . . . . . . . 1555--1558
John Oversby Book Review: Virginia Berridge and
Martin Gorsky (eds.) (2012)
\booktitleEnvironment, Health and
History . . . . . . . . . . . . . . . . 1559--1563
Ismo T. Koponen Introduction: The Second Nordic HPS&ST
Symposium . . . . . . . . . . . . . . . 1565--1566
Arto Mutanen Questioning and Experimentation . . . . 1567--1582
T. Mäntylä and
M. Nousiainen Consolidating Pre-service Physics
Teachers' Subject Matter Knowledge Using
Didactical Reconstructions . . . . . . . 1583--1604
Simo Tolvanen and
Jan Jansson and
Veli-Matti Vesterinen and
Maija Aksela How to Use Historical Approach to Teach
Nature of Science in Chemistry
Education? . . . . . . . . . . . . . . . 1605--1636
Ricardo Karam and
Debora Coimbra and
Maurício Pietrocola Comparing Teaching Approaches About
Maxwell's Displacement Current . . . . . 1637--1661
Kalle Juuti The Lifeworld Earth and a Modelled Earth 1663--1680
Apostolos Gerontas Creating New Technologists of Research
in the 1960s: The Case of the
Reproduction of Automated Chromatography
Specialists and Practitioners . . . . . 1681--1700
Olivia Levrini and
Eugenio Bertozzi and
Marta Gagliardi and
Nella Grimellini Tomasini and
Barbara Pecori and
Giulia Tasquier and
Igal Galili Meeting the Discipline--Culture
Framework of Physics Knowledge: A
Teaching Experience in Italian Secondary
School . . . . . . . . . . . . . . . . . 1701--1731
Michael Croft and
Kevin de Berg From Common Sense Concepts to
Scientifically Conditioned Concepts of
Chemical Bonding: An Historical and
Textbook Approach Designed to Address
Learning and Teaching Issues at the
Secondary School Level . . . . . . . . . 1733--1761
Daniel Lövheim Scientists, Engineers and the Society of
Free Choice: Enrollment as Policy and
Practice in Swedish Science and
Technology Education 1960--1990 . . . . 1763--1784
Feng Jiang and
William F. McComas Analysis of Nature of Science Included
in Recent Popular Writing Using Text
Mining Techniques . . . . . . . . . . . 1785--1809
Mervi A. Asikainen and
Pekka E. Hirvonen Probing Pre- and In-service Physics
Teachers' Knowledge Using the
Double-Slit Thought Experiment . . . . . 1811--1833
Yuanlin Guo The Philosophy of Science and Technology
in China: Political and Ideological
Influences . . . . . . . . . . . . . . . 1835--1844
G. Donald Allen The Remarkable Number ``$1$'' . . . . . 1845--1852
Peter Garik and
Yann Benétreau-Dupin Report on a Boston University Conference
December 7--8, 2012 on How Can the
History and Philosophy of Science
Contribute to Contemporary US Science
Teaching? . . . . . . . . . . . . . . . 1853--1873
Gerald Holton The Neglected Mandate: Teaching Science
as Part of Our Culture . . . . . . . . . 1875--1877
David Wÿss Rudge and
David Paul Cassidy and
Janice Marie Fulford and
Eric Michael Howe Changes Observed in Views of Nature of
Science During a Historically Based Unit 1879--1909
Douglas Allchin From Science Studies to Scientific
Literacy: A View from the Classroom . . 1911--1932
Peter Davson-Galle Book Review: Harvey Siegel (Ed.) (2009):
\booktitleThe Oxford Handbook of
Philosophy of Education . . . . . . . . 1933--1952
Kevin de Berg Book Review: Eric Scerri: \booktitleA
Tale of 7 Elements . . . . . . . . . . . 1953--1956
Gregory J. Kelly Book Review: Eduardo F. Mortimer and
Charbel N. El-Hani: \booktitleConceptual
Profiles: A Theory of Teaching and
Learning Scientific Concepts . . . . . . 1957--1960
Mike U. Smith Book Review: Paul Griffiths and Karola
Stotz: \booktitleGenetics and
Philosophy: An Introduction . . . . . . 1961--1962
Yannis Hadzigeorgiou and
Roland Schulz Romanticism and Romantic Science: Their
Contribution to Science Education . . . 1963--2006
Nahum Kipnis Thermodynamics and Mechanical Equivalent
of Heat . . . . . . . . . . . . . . . . 2007--2044
Kevin de Berg Teaching Chemistry for All Its Worth:
The Interaction Between Facts, Ideas,
and Language in Lavoisier's and
Priestley's Chemistry Practice: The Case
of the Study of the Composition of Air 2045--2068
Brian A. Woodcock ``The Scientific Method'' as Myth and
Ideal . . . . . . . . . . . . . . . . . 2069--2093
James R. Hofmann A Tale of Two Crocoducks: Creationist
Misuses of Molecular Evolution . . . . . 2095--2117
Amy Ricketts Preservice Elementary Teachers' Ideas
About Scientific Practices . . . . . . . 2119--2135
Ricardo Karam Book Review: Peter Achinstein:
\booktitleEvidence and Method:
Scientific Strategies of Isaac Newton
and James Clerk Maxwell . . . . . . . . 2137--2148
Yannis Hadzigeorgiou Book Review: Robert Richards:
\booktitleThe Romantic Conception of
Life: Science and Philosophy in the Age
of Goethe . . . . . . . . . . . . . . . 2149--2151
Jon Agar Book Review: Peter Watson: \booktitleThe
Great Divide: History and Human Nature
in the Old World and the New . . . . . . 2153--2157
Michael J. Reiss Book Review: Adam Briggle and Carl
Mitcham: \booktitleEthics and Science:
An Introduction . . . . . . . . . . . . 2159--2160
Ileana M. Greca Book Review: Ulrich Meyer: \booktitleThe
Nature of Time . . . . . . . . . . . . . 2161--2162
Erik L. Peterson and
Kostas Kampourakis The Paradigmatic Mendel at the
Sesquicentennial of ``\booktitleVersuche
über Pflantzen--Hybriden'': Introduction
to the Thematic Issue . . . . . . . . . 1--8
Vít\uezslav Orel and
Margaret H. Peaslee Mendel's Research Legacy in the Broader
Historical Network . . . . . . . . . . . 9--27
Ida H. Stamhuis Why the Rediscoverer Ended up on the
Sidelines: Hugo De Vries's Theory of
Inheritance and the Mendelian Laws . . . 29--49
Hans-Jörg Rheinberger Re-discovering Mendel: The Case of Carl
Correns . . . . . . . . . . . . . . . . 51--60
Nicholas W. Gillham The Battle Between the Biometricians and
the Mendelians: How Sir Francis Galton's
Work Caused his Disciples to Reach
Conflicting Conclusions About the
Hereditary Mechanism . . . . . . . . . . 61--75
Garland E. Allen How Many Times Can You Be Wrong and
Still Be Right? T. H. Morgan, Evolution,
Chromosomes and the Origins of Modern
Genetics . . . . . . . . . . . . . . . . 77--99
Margaret Peacock Mendel Lives: The Survival of Mendelian
Genetics in the Lysenkoist Classroom,
1937--1964 . . . . . . . . . . . . . . . 101--114
Ronald L. Numbers Gregor Mendel: Creationist Hero . . . . 115--123
Marsha L. Richmond Women as Mendelians and Geneticists . . 125--150
Mike U. Smith and
Niklas M. Gericke Mendel in the Modern Classroom . . . . . 151--172
Charbel N. El-Hani Mendel in Genetics Teaching: Some
Contributions from History of Science
and Articles for Teachers . . . . . . . 173--204
Megan F. Campanile and
Norman G. Lederman and
Kostas Kampourakis Mendelian Genetics as a Platform for
Teaching About Nature of Science and
Scientific Inquiry: The Value of
Textbooks . . . . . . . . . . . . . . . 205--225
Anonymous Acknowledgments of Reviewers . . . . . . 227--228
F. J. J. M. Janssen and
B. van Berkel Making Philosophy of Science Education
Practical for Science Teachers . . . . . 229--258
Yannis Hadzigeorgiou A Critique of Science Education as
Sociopolitical Action from the
Perspective of Liberal Education . . . . 259--280
Marc Stuckey and
Peter Heering and
Rachel Mamlok-Naaman and
Avi Hofstein and
Ingo Eilks The Philosophical Works of Ludwik Fleck
and Their Potential Meaning for Teaching
and Learning Science . . . . . . . . . . 281--298
David R. Legates and
Willie Soon and
William M. Briggs and
Christopher Monckton of Brenchley Climate Consensus and `Misinformation':
A Rejoinder to Agnotology, Scientific
Consensus, and the Teaching and Learning
of Climate Change . . . . . . . . . . . 299--318
Keith S. Taber Book Review: Barry J. Fraser, Kenneth G.
Tobin and Campbell J. McRobbie (eds):
\booktitleSecond International Handbook
of Science Education . . . . . . . . . . 319--337
Katharine Anderson Book Review: Peter Heering, Stephen
Klassen and Don Metz (eds):
\booktitleEnabling Scientific
Understanding Through Historical
Instruments and Experiments in Formal
and Non-formal Learning Environments.
Flensburg Studies in the History and
Philosophy of Science in Science
Education (Volume 2) . . . . . . . . . . 339--341
Martin Underwood Book Review: Graham Farmelo:
\booktitleChurchill's Bomb: A History of
Science, War and Politics . . . . . . . 343--348
Andreas Henke and
Dietmar Höttecke Physics Teachers' Challenges in Using
History and Philosophy of Science in
Teaching . . . . . . . . . . . . . . . . 349--385
Peter Garik and
Luciana Garbayo and
Yann Benétreau-Dupin and
Charles Winrich and
Andrew Duffy and
Nicholas Gross and
Manher Jariwala Teaching the Conceptual History of
Physics to Physics Teachers . . . . . . 387--408
Hermann Schiffer and
Andreia Guerra Electricity and Vital Force: Discussing
the Nature of Science Through a
Historical Narrative . . . . . . . . . . 409--434
Suvi Tala and
Veli-Matti Vesterinen Nature of Science Contextualized:
Studying Nature of Science with
Scientists . . . . . . . . . . . . . . . 435--457
Dimitris Koliopoulos Book Review: Kieran Egan, Annabella Cant
and Gillian Judson (eds):
\booktitleWonderfull Education: The
Centrality of Wonder in Teaching and
Learning Across the Curriculum . . . . . 459--461
Richard A. Richards Book Review: Wilkins, John S, and Ebach,
Malte C, (2014) The Nature of
Classification: \booktitleRelationships
and Kinds in the Natural Sciences . . . 463--468
Stuart Rowlands Book Review: Gloria Ann Stillman,
Gabriele Kaiser, Werner Blum, Jill P.
Brown (eds): \booktitleTeaching
Mathematical Modelling: Connecting to
Research and Practice . . . . . . . . . 469--476
Peter Heering Book Review: Douglas Allchin:
\booktitleTeaching the Nature of
Science: Perspectives and Resources . . 477--479
Ross H. Nehm Book Review: Karl S. Rosengren, Sarah K.
Brem, E. Margaret Evans, and Gale M.
Sinatra (eds): \booktitleEvolution
Challenges: Integrating Research and
Practice in Teaching and Learning about
Evolution . . . . . . . . . . . . . . . 481--485
Ricardo Karam Introduction of the Thematic Issue on
the Interplay of Physics and Mathematics 487--494
Stephen G. Brush Mathematics as an Instigator of
Scientific Revolutions . . . . . . . . . 495--513
Helge Kragh Mathematics and Physics: The Idea of a
Pre-Established Harmony . . . . . . . . 515--527
Yves Gingras The Creative Power of Formal Analogies
in Physics: The Case of Albert Einstein 529--541
Tinne Hoff Kjeldsen and
Jesper Lützen Interactions Between Mathematics and
Physics: The History of the Concept of
Function --- Teaching with and About
Nature of Mathematics . . . . . . . . . 543--559
Edward F. Redish and
Eric Kuo Language of Physics, Language of Math:
Disciplinary Culture and Dynamic
Epistemology . . . . . . . . . . . . . . 561--590
R. López-Gay and
J. Martínez Sáez and
J. Martínez Torregrosa Obstacles to Mathematization in Physics:
The Case of the Differential . . . . . . 591--613
Lena Hansson and
Örjan Hansson and
Kristina Juter and
Andreas Redfors Reality --- Theoretical Models ---
Mathematics: A Ternary Perspective on
Physics Lessons in Upper-Secondary
School . . . . . . . . . . . . . . . . . 615--644
Fabiana B. Kneubil and
Manoel R. Robilotta Physics Teaching: Mathematics as an
Epistemological Tool . . . . . . . . . . 645--660
Ricardo Karam and
Olaf Krey \em Quod erat demonstrandum:
Understanding and Explaining Equations
in Physics Teacher Education . . . . . . 661--698
Terhi Mäntylä and
Ari Hämäläinen Obtaining Laws Through Quantifying
Experiments: Justifications of
Pre-service Physics Teachers in the Case
of Electric Current, Voltage and
Resistance . . . . . . . . . . . . . . . 699--723
Catherine Radtka Negotiating the Boundaries Between
Mathematics and Physics . . . . . . . . 725--748
Michael R. Matthews Reflections on 25 Years of Journal
Editorship . . . . . . . . . . . . . . . 749--805
Kostas Kampourakis Succeeding Michael R. Matthews . . . . . 807--811
Gerald Holton What Makes a Life Worth Living? An Essay
in Honor of Michael Matthews . . . . . . 813--814
Michael Ruse Religion, Misallodoxy and the Teaching
of Evolution: The Influence of Michael
Matthews . . . . . . . . . . . . . . . . 815--820
Zoubeida R. Dagher and
Peter Heering Science & Education in Educational
Perspectives: Recognizing the
Contributions of Michael R. Matthews . . 821--826
Kevin McCain Explanation and the Nature of Scientific
Knowledge . . . . . . . . . . . . . . . 827--854
Erin E. Peters-Burton Outcomes of a Self-Regulated Learning
Curriculum Model . . . . . . . . . . . . 855--885
Jessica Shuk Ching Leung and
Alice Siu Ling Wong and
Benny Hin Wai Yung Understandings of Nature of Science and
Multiple Perspective Evaluation of
Science News by Non-science Majors . . . 887--912
Ian C. Binns and
Randy L. Bell Representation of Scientific Methodology
in Secondary Science Textbooks . . . . . 913--936
Philippe Lautesse and
Adrien Vila Valls and
Fabrice Ferlin and
Jean-Loup Héraud and
Hugues Chabot Teaching Quantum Physics in Upper
Secondary School in France: `Quanton'
Versus `Wave--Particle' Duality, Two
Approaches of the Problem of Reference 937--955
Laura Zangori and
Cory T. Forbes and
Christina V. Schwarz Exploring the Effect of Embedded
Scaffolding Within Curricular Tasks on
Third-Grade Students' Model-Based
Explanations about Hydrologic Cycling 957--981
Cláudia Faria and
Elsa Guilherme and
Raquel Gaspar and
Diana Boaventura History of Science and Science Museums 983--1000
Gürol Irzik History and Philosophy of Science-Based
Approach to Science Teaching at its Best 1001--1008
Zuraya Monroy-Nasr Around the World in 76 Chapters: A
Guided Tour of Research in History,
Philosophy and Science Teaching . . . . 1009--1022
Valarie L. Akerson A Review of the Handbook of Research on
Science Education, Volume II: New Topics
and New Information . . . . . . . . . . 1023--1026
Gili Marbach-Ad The Use of Multiple Representations as a
Tool in Biology Education: Evaluation
and Implications for Teaching . . . . . 1027--1031
Anya Plutynski Hail the Platypus! . . . . . . . . . . . 1033--1038
Jo Elcoat Revolutions in Print . . . . . . . . . . 1039--1042
Massimo Pigliucci Teaching Evolution While Aiming at the
Cautious Middle . . . . . . . . . . . . 1043--1046
Claus Emmeche Universities as Marketplaces . . . . . . 1047--1054
Kostas Kampourakis and
Ross Nehm and
Alice S. L. Wong and
Charbel N. El-Hani Peer Review and Darwinian Selection . . 1055--1057
Daniel A. Wilkenfeld and
Tania Lombrozo Inference to the Best Explanation (IBE)
Versus Explaining for the Best Inference
(EBI) . . . . . . . . . . . . . . . . . 1059--1077
William A. Sandoval and
Elizabeth H. Redman The Contextual Nature of Scientists'
Views of Theories, Experimentation, and
Their Coordination . . . . . . . . . . . 1079--1102
Khadija E. Fouad and
Heidi Masters and
Valarie L. Akerson Using History of Science to Teach Nature
of Science to Elementary Students . . . 1103--1140
Lotta Leden and
Lena Hansson and
Andreas Redfors and
Malin Ideland Teachers' Ways of Talking About Nature
of Science and Its Teaching . . . . . . 1141--1172
Alexandre Bagdonas and
Cibelle Celestino Silva Enhancing Teachers' Awareness About
Relations Between Science and Religion 1173--1199
Pablo Antonio Archila Using History and Philosophy of Science
to Promote Students' Argumentation . . . 1201--1226
Michael Ruse Creationism Takes its Message to Europe 1227--1230
Alessandro Minelli Scientific and Philosophical
Perspectives on Evolution and
Development . . . . . . . . . . . . . . 1231--1235
Helge Kragh The Quantum Dissidents . . . . . . . . . 1237--1239
María Pilar Jiménez-Aleixandre Reconceptualizing the Nature of Science 1241--1244
Agustín Adúriz-Bravo Recent Semantic Developments on Models 1245--1250
Ivan Ferreira da Cunha Using History of Philosophy in
Philosophy of Science . . . . . . . . . 1251--1253
Peter J. Bowler Darwin and Islam . . . . . . . . . . . . 1255--1256
Arantza Etxeberria Is Increasing Autonomy a Factor of
Evolution? . . . . . . . . . . . . . . . 1257--1262
Ageliki Lefkaditou and
Jon Ròyne Kyllingstad Discussing the Biocultural Approach to
Race . . . . . . . . . . . . . . . . . . 1263--1269
Hilton F. Japyassú Not Such Nature . . . . . . . . . . . . 1271--1283
Nei de Freitas Nunes-Neto The Environmental Crisis as a Good Case
for an Intellectual and Practical
Integration Between Philosophy and
Science . . . . . . . . . . . . . . . . 1285--1299
Julia Skolnik Why Are Girls and Women Underrepresented
in STEM, and What Can Be Done About It? 1301--1306
Kostas Kampourakis (The) Nature(s) of Science(s) and (the)
Scientific Method(s) . . . . . . . . . . 1--2
Jisun Park and
Jinwoong Song and
Ian Abrahams Unintended Learning in Primary School
Practical Science Lessons from Polanyi's
Perspective of Intellectual Passion . . 3--20
Halil Tümay Emergence, Learning Difficulties, and
Misconceptions in Chemistry
Undergraduate Students'
Conceptualizations of Acid Strength . . 21--46
T. G. K. Bryce and
E. J. Blown Manipulating Models and Grasping the
Ideas They Represent . . . . . . . . . . 47--93
Jason Rosenhouse On Mathematical Anti-Evolutionism . . . 95--114
Igal Galili From Comparison Between Scientists to
Gaining Cultural Scientific Knowledge 115--145
Zoubeida R. Dagher and
Sibel Erduran Reconceptualizing the Nature of Science
for Science Education . . . . . . . . . 147--164
Silvia Morante and
Giancarlo Rossi The Notion of Scientific Knowledge in
Biology . . . . . . . . . . . . . . . . 165--197
Alberto Cordero The Puzzles of Time, Then and Now . . . 199--201
Jerzy Brzozowski Science Fiction as a Springboard for
Science Education . . . . . . . . . . . 203--206
Ana Barahona Non-Darwinian Evolutionary Thought in
the 19th Century . . . . . . . . . . . . 207--211
Marsha L. Richmond STS Meets Environmental History . . . . 213--215
Bruce H. Weber What Makes Life Unique? . . . . . . . . 217--220
Steven William Clarke Popper and His Critics Revisited . . . . 221--227
Kostas Kampourakis There is More to Evolution than Just
Natural Selection . . . . . . . . . . . 229--234
Dimitris Koliopoulos Teaching and Learning of Energy in K--12
Education . . . . . . . . . . . . . . . 235--239
Olival Freire, Jr. Making 20th Century Science . . . . . . 241--243
Mario J. Pinheiro Relational Mechanics and Implementation
of Mach's Principle with Weber's
Gravitational Force . . . . . . . . . . 245--248
Kostas Kampourakis Publish or Perish? . . . . . . . . . . . 249--250
Ingo Brigandt Why the Difference Between Explanation
and Argument Matters to Science
Education . . . . . . . . . . . . . . . 251--275
Ying-Chih Chen and
Brian Hand and
Soonhye Park Examining Elementary Students'
Development of Oral and Written
Argumentation Practices Through
Argument-Based Inquiry . . . . . . . . . 277--320
Jesper Sjöström and
Ingo Eilks and
Vânia G. Zuin Towards Eco-reflexive Science Education 321--341
Alexsandro Pereira de Pereira and
Paulo Lima Junior and
Renato Felix Rodrigues Explaining as Mediated Action . . . . . 343--362
Arthur Galamba Conflicting Interpretations of
Scientific Pedagogy . . . . . . . . . . 363--381
José M. Pavez and
Claudia A. Vergara and
David Santibañez and
Hernán Cofré Using a Professional Development Program
for Enhancing Chilean Biology Teachers'
Understanding of Nature of Science (NOS)
and Their Perceptions About Using
History of Science to Teach NOS . . . . 383--405
Cody Tyler Williams and
David Wÿss Rudge Emphasizing the History of Genetics in
an Explicit and Reflective Approach to
Teaching the Nature of Science . . . . . 407--427
Jeff Dodick Major Themes Written in ``Deep Time'' 429--432
Michael R. Matthews Scientific Method in the Behavioural
Sciences . . . . . . . . . . . . . . . . 433--436
Glenn Branch Darwinning Hearts and Minds . . . . . . 437--442
Osvaldo Pessoa, Jr. Are Untestable Scientific Theories
Acceptable? . . . . . . . . . . . . . . 443--448
Jeremy Gray Poincaré, Philosopher of Science . . . . 449--452
Jim Mackenzie Science Education Rethought . . . . . . 453--455
André Ferrer Pinto Martins Learning Science and About Its Nature:
Two Conferences and One Book . . . . . . 457--460
Petri Ylikoski Harry Collins and the Crisis of
Expertise . . . . . . . . . . . . . . . 461--464
Gábor Á. Zemplén A Novel Framework for Argumentation . . 465--467
Don Metz Science Education and Citizenship . . . 469--470
Kostas Kampourakis Learn the Map, or How to Use It? . . . . 471--472
Mike U. Smith and
Harvey Siegel On the Relationship Between Belief and
Acceptance of Evolution as Goals of
Evolution Education . . . . . . . . . . 473--496
Vasilia Christidou and
Fotini Bonoti and
Argiro Kontopoulou American and Greek Children's Visual
Images of Scientists . . . . . . . . . . 497--522
Antonio García-Carmona and
José Antonio Acevedo Díaz Learning About the Nature of Science
Using Newspaper Articles with Scientific
Content . . . . . . . . . . . . . . . . 523--546
Janice Marie Fulford and
David Wÿss Rudge The Portrayal of Industrial Melanism in
American College General Biology
Textbooks . . . . . . . . . . . . . . . 547--574
Jinyeong Gim Special Theory of Relativity in South
Korean High School Textbooks and New
Teaching Guidelines . . . . . . . . . . 575--610
Yong Wook Cheong An Analysis of the Ontological Causal
Relation in Physics and Its Educational
Implications . . . . . . . . . . . . . . 611--628
Pedro J. Sánchez Gómez Students' Ideas and Radical
Constructivism . . . . . . . . . . . . . 629--650
Verena Zudini and
Luciana Zuccheri The Contribution of Ernst Mach to
Embodied Cognition and Mathematics
Education . . . . . . . . . . . . . . . 651--669
Michael H. Shank Hiking Galileo's Peaks and Valleys . . . 671--679
Anya Plutynski Explanatory Pluralism in the Life
Sciences . . . . . . . . . . . . . . . . 681--689
Erik L. Peterson Beware the Geno-hype; or, How to Discuss
Scientific Epistemology with Those Who
Ignore It . . . . . . . . . . . . . . . 691--696
Niklas Gericke Genetics as the Foundation for Teaching
and Learning . . . . . . . . . . . . . . 697--703
Glenn R. Dolphin Mott Greene's Wegener --- Not the
Textbook Example: \booktitleAlfred
Wegener: Science, Exploration, and the
Theory of Continental Drift. Johns
Hopkins University Press, Baltimore,
ISBN: 978-1-4214-1712-7, 675 pp, \$44.95
USD (hardback)} . . . . . . . . . . . . 705--715
Ajay Sharma Understanding the Climate Change
`Debate' . . . . . . . . . . . . . . . . 717--723
Eugenio Andrade Incorporating an Extended Evolutionary
Synthesis into a Systems Biology
Perspective . . . . . . . . . . . . . . 725--730
Alvaro Moreno Beyond Mechanism . . . . . . . . . . . . 731--736
Rebecca B. Carver Promoting health literacy among
non-science undergraduates . . . . . . . 737--740
Malin Ideland A Reflexive Handbook in Sustainable
Development . . . . . . . . . . . . . . 741--743
Peter Heering The Educational Potential of Teaching
Science as Culture . . . . . . . . . . . 745--746
Yefrin Ariza and
Pablo Lorenzano and
Agustín Adúriz-Bravo Meta-Theoretical Contributions to the
Constitution of a Model-Based Didactics
of Science . . . . . . . . . . . . . . . 747--773
Tiago Alfredo S. Ferreira and
Charbel N. El-Hani and
Waldomiro José da Silva-Filho Knowledge, Belief, and Science Education 775--794
Rosária Justi and
Paula Cristina Cardoso Mendonça Discussion of the Controversy Concerning
a Historical Event Among Pre-service
Teachers . . . . . . . . . . . . . . . . 795--822
Juliana Machado and
Marco António Barbosa Braga Can the History of Science Contribute to
Modelling in Physics Teaching? The Case
of Galilean Studies and Mario Bunge's
Epistemology . . . . . . . . . . . . . . 823--836
Nikos Kanderakis The Mathematics of High School Physics 837--868
Winnie Toonders and
Roald P. Verhoeff and
Hub Zwart Performing the Future . . . . . . . . . 869--895
Lin Zhang Is Inquiry-Based Science Teaching Worth
the Effort? . . . . . . . . . . . . . . 897--915
Kevin C. de Berg History and Philosophy of Science Inside
Chemistry: Implications for Chemistry
Education . . . . . . . . . . . . . . . 917--922
Steven Borish The New Challenges of Epigenetics . . . 923--926
Vicente Talanquer A Short Journey Through the Core Ideas
of Physical Chemistry . . . . . . . . . 927--928
Federica Russo Can a Unified Approach Help in Teaching
Philosophy of Science? . . . . . . . . . 929--931
Patricia Fara A Different Account of Difference . . . 933--936
Helge Kragh Bohr's Quantum Philosophy . . . . . . . 937--938
Adam Tamas Tuboly From Vienna to Vienna: European
Philosophy of Science . . . . . . . . . 939--942
Sven Widmalm The Practice Turn in Science Studies:
Past and Present . . . . . . . . . . . . 943--946
Kostas Kampourakis The Bad Use of Metaphors and the Use of
Bad Metaphors . . . . . . . . . . . . . 947--949
Hanno Michel and
Irene Neumann Nature of Science and Science Content
Learning . . . . . . . . . . . . . . . . 951--975
Igal Galili and
Varda Bar and
Yaffa Brosh Teaching Weight --- Gravity and
Gravitation in Middle School . . . . . . 977--1010
Elisebeth Boyer Preservice Elementary Teachers'
Instructional Practices and the Teaching
Science as Argument Framework . . . . . 1011--1047
Carl-Johan Rundgren and
Martin Eriksson and
Shu-Nu Chang Rundgren Investigating the Intertwinement of
Knowledge, Value, and Experience of
Upper Secondary Students' Argumentation
Concerning Socioscientific Issues . . . 1049--1071
Stephen R. Burgin and
Jenifer Alonzo and
Victoria J. Hill Dramatizing the Authentic Research of a
Local Scientist to Urban Elementary
Students Through Professional Theater 1073--1088
Zhi Hong Wan and
Siu Ling Wong Views from the Chalkface . . . . . . . . 1089--1114
Ebru Kaya and
Sibel Erduran From FRA to RFN, or How the Family
Resemblance Approach Can Be Transformed
for Science Curriculum Analysis on
Nature of Science . . . . . . . . . . . 1115--1133
Michael R. Matthews Book Review: Mario Bunge: a Long and
Productive Life: \booktitleBetween Two
Worlds: Memoirs of a
Philosopher--Scientist, Springer,
Dordrecht. ISBN 978-3-319-29250-2, xviii
+ 496 pp., EUR 100 (hardback) . . . . . 1135--1148
Jole Shackelford Western Science from Greek Antiquity to
Quantum Physics . . . . . . . . . . . . 1149--1151
Diogo Meyer Science that matters . . . . . . . . . . 1153--1156
Peter Heering Exhibiting modernity . . . . . . . . . . 1157--1158
Francesca Merlin The Multi-faceted Idea of Chance in
Darwin's Writings . . . . . . . . . . . 1159--1164
Kostas Kampourakis The ``HPS dimension'' of Science
Education Articles . . . . . . . . . . . 1--2
Jason Rosenhouse Thermodynamical Arguments Against
Evolution . . . . . . . . . . . . . . . 3--25
Ralph M. Barnes and
Rebecca A. Church and
Samuel Draznin-Nagy The Nature of the Arguments for
Creationism, Intelligent Design, and
Evolution . . . . . . . . . . . . . . . 27--47
Julia Gouvea and
Cynthia Passmore `Models of' versus `Models for' . . . . 49--63
Antonio García-Carmona and
José Antonio Acevedo-Díaz Understanding the Nature of Science
Through a Critical and Reflective
Analysis of the Controversy Between
Pasteur and Liebig on Fermentation . . . 65--91
Anne Collins McLaughlin and
Alicia Ebbitt McGill Explicitly Teaching Critical Thinking
Skills in a History Course . . . . . . . 93--105
Sandra Herbert and
Julianne Lynch Classroom Animals Provide More Than Just
Science Education . . . . . . . . . . . 107--123
Heather King and
Marianne Achiam The Case for Natural History . . . . . . 125--139
Veronica S. Flodin Characterisation of the
Context-Dependence of the Gene Concept
in Research Articles . . . . . . . . . . 141--170
John Hedley Brooke Darwinism as Religion . . . . . . . . . 171--174
Michael R. Matthews In Praise of Philosophically-Engaged
History of Science . . . . . . . . . . . 175--184
Todd Timberlake Johannes Kepler, The Man Who Merged
Physics with Astronomy . . . . . . . . . 185--189
Christopher Hamlin You Say ``Myth'' Like It's a Bad Thing 191--193
Irlan von Linsingen Philosophical, Logical and Scientific
Perspectives in Engineering Education 195--199
Kostas Kampourakis Science teaching in university science
departments . . . . . . . . . . . . . . 201--203
Jesper Haglund Good Use of a `Bad' Metaphor . . . . . . 205--214
Frederik Moreira-dos-Santos and
Charbel N. El-Hani Belief, Knowledge and Understanding . . 215--245
Sihan Xiao and
William A. Sandoval Associations Between Attitudes Towards
Science and Children's Evaluation of
Information About Socioscientific Issues 247--269
Dayle Anderson and
Azra Moeed Working Alongside Scientists . . . . . . 271--298
Jean-Loup Héraud and
Philippe Lautesse and
Fabrice Ferlin and
Hugues Chabot Representing the Quantum Object Through
Fiction in Teaching . . . . . . . . . . 299--322
Jesper Haglund and
Magnus Hultén Tension Between Visions of Science
Education . . . . . . . . . . . . . . . 323--344
Pablo Antonio Archila Using Drama to Promote Argumentation in
Science Education . . . . . . . . . . . 345--375
Stefan Korte and
Roland Berger and
Martin Hänze The Impact of Explicit Teaching of
Methodological Aspects of Physics on
Scientistic Beliefs and Interest . . . . 377--396
Mark P. Silverman Scientific Controversies: Authentic and
Contrived . . . . . . . . . . . . . . . 397--405
E. Jerry Jessee Radiation, Risk, and History . . . . . . 407--409
Raphael Falk The Intimate Gene . . . . . . . . . . . 411--415
Ryan D. Tweney Wundt for the 21st Century . . . . . . . 417--424
Antonio A. P. Videira Neither Einstein nor Bergson, but Both! 425--428
Andrew Bollhagen and
John Bickle Sounding the Call for External Validity
in Decision Neuroscience . . . . . . . . 429--433
Michael R. Cohen Generating an Authentic Relationship
between Science and School Science . . . 435--438
Ricardo Lopes Coelho Time and Space, Concepts and Phenomena 439--443
Marsha L. Richmond The Value of Home-made Science . . . . . 445--447
K. Kampourakis Conference Issues Vs. Conference
Proceedings . . . . . . . . . . . . . . 449--450
Mario Kötter and
Marcus Hammann Controversy as a Blind Spot in Teaching
Nature of Science . . . . . . . . . . . 451--482
Lotta Leden and
Lena Hansson and
Andreas Redfors From black and white to shades of grey 483--511
Hagop A. Yacoubian and
Layan Al-Khatib and
Taline Mardirossian Analysis of the Image of Scientists
Portrayed in the Lebanese National
Science Textbooks . . . . . . . . . . . 513--528
Elizabeth Cavicchi Shaping and Being Shaped by Environments
for Learning Science . . . . . . . . . . 529--556
Edvin Òstergaard Earth at Rest . . . . . . . . . . . . . 557--582
Christiane S. Reiners and
Markus Bliersbach and
Karl Marniok The Cultural Argument for Understanding
Nature of Science . . . . . . . . . . . 583--610
Kostas Kampourakis History and Philosophy of Science
Courses for Science Students . . . . . . 611--612
Jerrid W. Kruse and
Jaclyn M. Easter and
Hallie S. Edgerly and
Colin Seebach and
Neal Patel The Impact of a Course on Nature of
Science Pedagogical Views and Rationales 613--636
A. Y. Kutluca and
A. Aydìn Changes in Pre-service Science Teachers'
Understandings After Being Involved in
Explicit Nature of Science and
Socioscientific Argumentation Processes 637--668
Yongjun Ma and
Yanlan Wan History of science content analysis of
Chinese science textbooks from the
perspective of acculturation . . . . . . 669--690
Ioannis Rizos and
Anastasios (Tasos) Patronis and
Dionyssios Lappas ``There is One Geometry and in Each Case
There is a Different Formula'' . . . . . 691--710
Olimpia Lombardi The Many Faces of Chemistry from a
Philosophical Perspective . . . . . . . 711--718
Maria Develaki Addressing Science Educational Issues
and Goals from a Modelling-Based
Perspective --- An Integrating Account 719--734
Sheldon Richmond How to Get to No, or Arguing for the
Sake of Truth . . . . . . . . . . . . . 735--738
Susan Spero and
Lisa Hubbell Dioramas as a Window for Teaching and
Learning in Natural History Museums . . 739--741
Calvin S. Kalman Research on Teaching Thinking . . . . . 743--745
Kostas Kampourakis The Variety of HPST Scholarship . . . . 747--748
Julia Hansen and
Marcus Hammann Risk in Science Instruction . . . . . . 749--775
Tommi Kokkonen Models as Relational Categories . . . . 777--798
Renia Gasparatou Scientism and Scientific Thinking . . . 799--812
Smith Grinell and
Colette Rabin Caring Enough to Teach Science . . . . . 813--839
Muhammet Mustafa Alpaslan and
Bugrahan Yalvac and
Cathleen Loving High School Physics Students' Personal
Epistemologies and School Science
Practice . . . . . . . . . . . . . . . . 841--865
Burcu Gülay Güney and
Hayati \cSeker Discovering Socio-cultural Aspects of
Science Through Artworks . . . . . . . . 867--887
G. Leblebicioglu and
D. Metin and
E. Capkinoglu and
P. S. Cetin and
E. Eroglu Dogan and
R. Schwartz Changes in Students' Views about Nature
of Scientific Inquiry at a Science Camp 889--917
Gamze Çetinkaya-Ayd\i n and
Jale Çak\i ro\uglu Learner Characteristics and
Understanding Nature of Science . . . . 919--951
Lena A. E. Tibell and
Ute Harms Biological Principles and Threshold
Concepts for Understanding Natural
Selection . . . . . . . . . . . . . . . 953--973
Gustav Bohlin and
Andreas Göransson and
Gunnar E. Höst and
Lena A. E. Tibell A Conceptual Characterization of Online
Videos Explaining Natural Selection . . 975--999
Maria Develaki Using Computer Simulations for Promoting
Model-based Reasoning . . . . . . . . . 1001--1027
Xiao-qin Wang and
Chun-yan Qi and
Ke Wang A Categorization Model for Educational
Values of the History of Mathematics . . 1029--1052
Esther M. van Dijk What do we need to live well? . . . . . 1053--1057
Stefaan Blancke Understanding Science, Naturally . . . . 1059--1062
Erin J. Nash Are Values in Science Like a Tapestry or
a Patchwork Quilt? . . . . . . . . . . . 1063--1069
Maël Montévil Philosophical Accounts of Biological
Functions . . . . . . . . . . . . . . . 1071--1073
Joseph E. Earley Should the Historical Star-System in
Chemical Education Be Replaced? . . . . 1075--1078
Sheldon Richmond Everyone Can Understand Quantum
Mechanics --- Really? . . . . . . . . . 1079--1083
Kostas Kampourakis Genetics Education . . . . . . . . . . . 1085--1086
Dirk Jan Boerwinkel and
Anat Yarden and
Arend Jan Waarlo Reaching a Consensus on the Definition
of Genetic Literacy that Is Required
from a Twenty-First-Century Citizen . . 1087--1114
Ravit Golan Duncan and
Jinnie Choi and
Moraima Castro-Faix and
Veronica L. Cavera A Study of Two Instructional Sequences
Informed by Alternative Learning
Progressions in Genetics . . . . . . . . 1115--1141
Michal Haskel-Ittah and
Anat Yarden Toward Bridging the Mechanistic Gap
Between Genes and Traits by Emphasizing
the Role of Proteins in a Computational
Environment . . . . . . . . . . . . . . 1143--1160
Philipp Schmiemann and
Ross H. Nehm and
Robyn E. Tornabene Assessment of Genetics Understanding . . 1161--1191
Blanca Puig and
Noa Ageitos and
María Pilar Jiménez-Aleixandre Learning Gene Expression Through
Modelling and Argumentation . . . . . . 1193--1222
Niklas Gericke and
Rebecca Carver and
Jérémy Castéra and
Neima Alice Menezes Evangelista and
Claire Coiffard Marre and
Charbel N. El-Hani Exploring Relationships Among Belief in
Genetic Determinism, Genetics Knowledge,
and Social Factors . . . . . . . . . . . 1223--1259
Annie Jamieson and
Gregory Radick Genetic Determinism in the Genetics
Curriculum . . . . . . . . . . . . . . . 1261--1290
Michael P. Clough Teaching and Learning About the Nature
of Science . . . . . . . . . . . . . . . 1--5
Igal Galili Physics and Mathematics as Interwoven
Disciplines in Science Education . . . . 7--37
Wonyong Park and
Jinwoong Song Goethe's Conception of ``Experiment as
Mediator'' and Implications for
Practical Work in School Science . . . . 39--61
Eun Ah Lee and
Matthew J. Brown Connecting Inquiry and Values in Science
Education . . . . . . . . . . . . . . . 63--79
Ellen Karoline Henriksen and
Carl Angell and
Arnt Inge Vistnes and
Berit Bungum What Is Light? . . . . . . . . . . . . . 81--111
Catherine Brugui\`ere and
Olivier Perru and
Frédéric Charles The Concept of Metamorphosis and its
Metaphors . . . . . . . . . . . . . . . 113--132
Karen D. Larison Taking the Scientist's Perspective . . . 133--157
Asli Sezen-Barrie Utilizing Professional Vision in
Supporting Preservice Teachers' Learning
About Contextualized Scientific
Practices . . . . . . . . . . . . . . . 159--182
James A. Wilson Reducing Pseudoscientific and Paranormal
Beliefs in University Students Through a
Course in Science and Critical Thinking 183--210
Theodore Arabatzis Book Review: How \em Physica Became
Physics. J. L. Heilbron (2015).
\booktitlePhysics: A Short History from
Quintessence to Quarks. Oxford
University Press, Oxford. ISBN:
978-0-19-874685-0, ix + 228 pages,
price: \pounds 10.99 . . . . . . . . . . 211--218
Oren Harman Book Review: Progress Is Not an
Illusion: Derek Wilson (2017).
\booktitleSuperstition and Science:
Mystics, Sceptics, Truth-Seekers and
Charlatans. Robinson Press, London.
ISBN: 978-1-4721-3592-6. 310 pp. \pounds
14.99 (paperback) . . . . . . . . . . . 219--224
Lorenzo Baravalle Book Review: The (Dis)Unity of Cultural
Evolutionary Theory. Tim Lewens (2015)
\booktitleCultural Evolution: Conceptual
Challenges. Oxford University Press,
Oxford. ISBN: 978-0-19-967418-3, 205
Pages, Price: \$45.00 (Hardcover)} . . . 225--231
Anthony J. Sadar Book Review: The Historical Heart of
Atmospheric Science. James Rodger
Fleming (2016). \booktitleInventing
Atmospheric Science: Bjerknes, Rossby,
Wexler, and the Foundations of Modern
Meteorology. The MIT Press, Cambridge.
978 0 262-03394-7. 312 Pages, Price:
\$31.00 (Hardcover)} . . . . . . . . . . 233--235
Michael A. Osborne Book Review: Fever in Philadelphia.
Apel, Thomas A. (2016)
\booktitleFeverish Bodies, Enlightened
Minds: Science and the Yellow Fever
Controversy in the Early American
Republic. Stanford University Press,
Stanford, ISBN: 978-0-8047-9740-5, 208
pages, price \$60.00 (hardback)} . . . . 237--238
Matthew Crippen Book Review: William James, Darwinian
Theory and Personal Evolution. Lucas
McGranahan (2017) \booktitleDarwin and
Pragmatism: William James on Evolution
and Self-Transformation. New York:
Routledge. ISBN: 978-1-84893-596-9,
Pages, 186, price: \$120 (Hardcover)} 239--241
Kostas Kampourakis Book Review: Human Nature from Multiple
Perspectives. Tibayrenc, M., Ayala, F.
J. (Eds.). (2017). \booktitleOn human
nature: biology, psychology, ethics,
politics, and religion. San Diego:
Academic Press, ISBN: 978-0-12-420190-3,
814 pages, 129.95 USD (hardback) . . . . 243--244
Gregory J. Kelly Developing Epistemic Aims and Supports
for Engaging Students in Scientific
Practices . . . . . . . . . . . . . . . 245--246
Richard Brock Lucky Belief in Science Education . . . 247--258
Haira Emanuela Gandolfi Different People in Different Places . . 259--297
Mobolaji Williams The Missing Curriculum in Physics
Problem-Solving Education . . . . . . . 299--319
Dongsheng Wan and
Hongshia Zhang and
Bing Wei Impact of Chinese Culture on Pre-service
Science Teachers' Views of the Nature of
Science . . . . . . . . . . . . . . . . 321--355
Martin Niss What Is Physics Problem-Solving
Competency? The Views of Arnold
Sommerfeld and Enrico Fermi . . . . . . 357--369
Renee M. Clary The Evolution of U.S. Museums and
Science Centers as Informal Learning
Environments . . . . . . . . . . . . . . 371--377
Sherrie Lyons Sacred Cows Exposed . . . . . . . . . . 379--382
Christoph Lüthy ``The Reinvention of Seeing'': Vermeer,
Leuwenhoek, and Their Optical
Instruments . . . . . . . . . . . . . . 383--386
Peter Davson-Galle Radical Scepticism: an Issue for Science
Education? . . . . . . . . . . . . . . . 387--404
Kostas Kampourakis What Is the Impact of the Impact Factor? 405--406
Robyn Yucel Scientists' Ontological and
Epistemological Views about Science from
the Perspective of Critical Realism . . 407--433
Antonio García-Carmona and
José Antonio Acevedo-Díaz The Nature of Scientific Practice and
Science Education . . . . . . . . . . . 435--455
Sila Kaya and
Sibel Erduran and
Naomi Birdthistle and
Orla McCormack Looking at the Social Aspects of Nature
of Science in Science Education Through
a New Lens . . . . . . . . . . . . . . . 457--478
Linda Fuselier and
Perri K. Eason and
J. Kasi Jackson and
Sarah Spaulding Images of Objective Knowledge
Construction in Sexual Selection
Chapters of Evolution Textbooks . . . . 479--499
Spela Godec and
Heather King and
Louise Archer and
Emily Dawson and
Amy Seakins Examining Student Engagement with
Science Through a Bourdieusian Notion of
Field . . . . . . . . . . . . . . . . . 501--521
François Lombard and
Laura Weiss Can Didactic Transposition and
Popularization Explain Transformations
of Genetic Knowledge from Research to
Classroom? . . . . . . . . . . . . . . . 523--545
Kevin McCain Indispensable Falsehoods . . . . . . . . 547--550
Michael R. Matthews Illustrating the History of Science . . 551--554
Gábor Á. Zemplén Siegel's Educational Ideal and
Non-instrumental Philosophical Practice 555--562
Florian Stern Attitudes Measurement: Nature, Issues,
Methods, and Recommendations . . . . . . 563--566
Mario Kötter Societal Controversies, Critical
Thinking, and Moral Education . . . . . 567--571
Olival Freire Jr Is a Dialogue Between Science and
Religion Possible? . . . . . . . . . . . 573--574
Tatjana Buklijas Life Reconsidered . . . . . . . . . . . 575--580
Anna Leuschner and
Anke Bueter Dimensions of Inductive Risk: Prospects,
Boundaries, New Facets . . . . . . . . . 581--588
Kostas Kampourakis Darwinism, Democracy, and Race . . . . . 589--590
Kostas Kampourakis On the Meaning of Concepts in Science
Education . . . . . . . . . . . . . . . 591--592
Magdalena Kersting and
Rolf Steier Understanding Curved Spacetime . . . . . 593--623
Thomas Lessl Na\"\ive Empiricism and the Nature of
Science in Narratives of Conflict
Between Science and Religion . . . . . . 625--636
Joanne K. Olson The Inclusion of the Nature of Science
in Nine Recent International Science
Education Standards Documents . . . . . 637--660
Dina Tsybulsky Comparing the Impact of Two
Science-as-Inquiry Methods on the NOS
Understanding of High-School Biology
Students . . . . . . . . . . . . . . . . 661--683
Jorun Nyléhn and
Marianne Òdegaard The ``Species'' Concept as a Gateway to
Nature of Science . . . . . . . . . . . 685--714
Alexandra Cardoso and
Tiago Ribeiro and
Clara Vasconcelos What Is Inside the Earth? . . . . . . . 715--736
Ji\vrí P\vribyl and
Petr Eisenmann and
Ján Gun\vcaga The Phenomenon of False Assumption in
Historical and Educational Texts . . . . 737--767
Meghan Odsliv Bratkovich Shining Light on Language for, in, and
as Science Content . . . . . . . . . . . 769--782
Malin Ideland Science, Coloniality, and ``the Great
Rationality Divide'' . . . . . . . . . . 783--803
Melissa Jacquart Learning About Reality Through Models
and Computer Simulations . . . . . . . . 805--810
Lorenzo Magnani Beyond Darwin: Cognitive Niches and
Extragenetic Information . . . . . . . . 811--813
Rachael Anderman Lancor Metaphors for Learning: a Guide for
Teachers . . . . . . . . . . . . . . . . 815--820
Íñigo Ongay de Felipe Making a Case in Favor of Not Yet
Applied Science . . . . . . . . . . . . 821--824
Florian Stern The History of Research in Genetics,
Development, and Evolution . . . . . . . 825--828
Kostas Kampourakis Science and Uncertainty . . . . . . . . 829--830
Sahar Alameh and
Fouad Abd-El-Khalick Towards a Philosophically Guided Schema
for Studying Scientific Explanation in
Science Education . . . . . . . . . . . 831--861
Orlando Aguiar, Jr. and
Hannah Sevian and
Charbel N. El-Hani Teaching About Energy . . . . . . . . . 863--893
Georgios Ampatzidis and
Marida Ergazaki Challenging Students' Belief in the
`Balance of Nature' Idea . . . . . . . . 895--919
Jérôme Santini and
Tracy Bloor and
Gérard Sensevy Modeling Conceptualization and
Investigating Teaching Effectiveness . . 921--961
Énery Melo and
Manuel Bächtold A Theater-Based Device for Training
Teachers on the Nature of Science . . . 963--986
Markus Lindholm Promoting Curiosity? . . . . . . . . . . 987--1002
Ariel Jonathan Roffé Contemporary Perspectives on the
Meaning, Roles, and Implications of
Chance in Evolution . . . . . . . . . . 1003--1016
Claus Emmeche A Disappointed Philosopher of Nature . . 1017--1020
Ileana M. Greca and
Luis Rodríguez-Cano Book Review: An Einstein Encyclopaedia:
Alice Calaprice, Daniel Kennefick and
Robert Schulmann (2015). \booktitleAn
Einstein Encyclopaedia. Princeton
University Press, Princeton. ISBN:
978-0-691-14174-9, 347 pages, price:
\$24.95 (paperback)} . . . . . . . . . . 1021--1023
Peter Heering Profound Problems with (and Potentials
of) Pressure in Analyzing Hydrostatics 1025--1027
Kai Horsthemke Rhetorical, Narrative, Cognitive, and
Epistemological Perspectives on Science
and Culture . . . . . . . . . . . . . . 1029--1032
Yann Benétreau-Dupin Revisiting Model-Based Learning . . . . 1033--1037
Kostas Kampourakis Empirical Philosophy of Science . . . . 1--3
Sindhuja Bhakthavatsalam The Value of False Theories in Science
Education . . . . . . . . . . . . . . . 5--23
Edward Causton Bringing Inferentialism to Science
Education . . . . . . . . . . . . . . . 25--43
Brandon Boesch Skill Transmittance in Science Education 45--61
Moriah Ariely and
Zohar Livnat and
Anat Yarden Analyzing the Language of an Adapted
Primary Literature Article . . . . . . . 63--85
Berry Billingsley and
Mehdi Nassaji Exploring Secondary School Students'
Stances on the Predictive and
Explanatory Power of Science . . . . . . 87--107
Angelo Fasce and
Alfonso Picó Science as a Vaccine . . . . . . . . . . 109--125
Simon Flynn and
Mark Hardman The Use of Interactive Fiction to
Promote Conceptual Change in Science . . 127--152
Cecilia Caiman and
Britt Jakobson The Role of Art Practice in Elementary
School Science . . . . . . . . . . . . . 153--175
Agustín Adúriz-Bravo Teaching the Philosophy of Science to
Undergraduate Science Students . . . . . 177--182
Veronica S. Flodin A Brief History of the Gene Concept . . 183--187
James Riley Do Religious People Hate Science? . . . 189--191
Tillmann Taape Knowing the early modern world: Van
Helmont's universal philosophy . . . . . 193--195
Norman G. Lederman and
Fouad Abd-El-Khalick and
Mike U. Smith Teaching Nature of Scientific Knowledge
to Kindergarten Through University
Students . . . . . . . . . . . . . . . . 197--203
Hernán Cofré and
Paola Núñez and
David Santibáñez and
José M. Pavez and
Martina Valencia and
Claudia Vergara A Critical Review of Students' and
Teachers' Understandings of Nature of
Science . . . . . . . . . . . . . . . . 205--248
Norman G. Lederman Contextualizing the Relationship Between
Nature of Scientific Knowledge and
Scientific Inquiry . . . . . . . . . . . 249--267
Ryan Summers and
Fouad Abd-El-Khalick Examining the Representations of NOS in
Educational Resources . . . . . . . . . 269--289
Yi-Fen Yeh and
Sibel Erduran and
Ying-Shao Hsu Investigating Coherence About Nature of
Science in Science Curriculum Documents 291--310
Sibel Erduran and
Zoubeida R. Dagher and
Christine V. McDonald Contributions of the Family Resemblance
Approach to Nature of Science in Science
Education . . . . . . . . . . . . . . . 311--328
Benjamin C. Herman and
David C. Owens and
Robert T. Oertli and
Laura A. Zangori and
Mark H. Newton Exploring the Complexity of Students'
Scientific Explanations and Associated
Nature of Science Views Within a
Place--Based Socioscientific Issue
Context . . . . . . . . . . . . . . . . 329--366
Noushin Nouri and
William F. McComas and
Gerardo J. Aponte-Martinez Instructors' Rationales and Strategies
for Teaching History of Science in
Preservice Settings . . . . . . . . . . 367--389
Valarie L. Akerson and
Ingrid Carter and
Khemmawadee Pongsanon and
Vanashri Nargund-Joshi Teaching and Learning Nature of Science
in Elementary Classrooms . . . . . . . . 391--411
Jeanne L. Brunner Teachers' Use of Educative Features in
Guides for Nature of Science Read-Alouds 413--437
Ceyhan Cigdemoglu and
Fitnat Köseo\uglu Improving Science Teachers' Views about
Scientific Inquiry . . . . . . . . . . . 439--469
Kathryn L. Gray and
Khadija E. Fouad A Novel Method for Teaching the
Difference and Relationship Between
Theories and Laws to High School
Students . . . . . . . . . . . . . . . . 471--501
Igal Galili Towards a Refined Depiction of Nature of
Science . . . . . . . . . . . . . . . . 503--537
Allison Antink-Meyer and
Ryan A. Brown Nature of Engineering Knowledge . . . . 539--559
Jacob Pleasants and
Michael P. Clough and
Joanne K. Olson and
Glen Miller Fundamental Issues Regarding the Nature
of Technology . . . . . . . . . . . . . 561--597
Myint Swe Khine Nature of Science in School Science
Textbooks . . . . . . . . . . . . . . . 599--601
Kostas Kampourakis Science, Society, and Scientific
Literacy . . . . . . . . . . . . . . . . 603--604
Sami Kahn and
Dana L. Zeidler A Conceptual Analysis of Perspective
Taking in Support of Socioscientific
Reasoning . . . . . . . . . . . . . . . 605--638
Tamara S. Hancock and
Patricia J. Friedrichsen and
Andrew T. Kinslow and
Troy D. Sadler Selecting Socio-scientific Issues for
Teaching . . . . . . . . . . . . . . . . 639--667
S. Nazli Can and
Deniz Saribas An Argumentative Tool for Facilitating
Critical Evaluation . . . . . . . . . . 669--687
Lynda Dunlop and
Fernanda Veneu Controversies in Science . . . . . . . . 689--710
Michael T. Stuart Everyday Scientific Imagination . . . . 711--730
Phil Seok Oh Features of Modeling-Based Abductive
Reasoning as a Disciplinary Practice of
Inquiry in Earth Science . . . . . . . . 731--757
M. Besse and
S. Fragni\`ere and
A. Müller and
M. Piguet and
L. Dubois and
D. Miéville and
S. Schoeb and
D. Schumacher Learning About Archaeology and
Prehistoric Life . . . . . . . . . . . . 759--795
Kevin McCain Making Understanding Intelligible . . . 797--799
Renia Gasparatou On Scientism, Unlimited . . . . . . . . 801--802
Oren Harman Darwin's Really Dangerous Idea . . . . . 803--812
Hernán Cofré World Patterns in Evolution Education 813--818
Sibel Erduran Synthesis of Epistemic Cognition . . . . 819--821
Kostas Kampourakis A (Really Useful) Companion to the
History of Science . . . . . . . . . . . 823--825
Sheldon Richmond No One Can Understand Quantum Mechanics
[at Least Not Until After It Is Replaced
by a Superior Theory] . . . . . . . . . 827--831
Ashlyn E. Pierson and
Douglas B. Clark and
Gregory J. Kelly Learning Progressions and Science
Practices . . . . . . . . . . . . . . . 833--841
Candice Guy-Gaytán and
Julia S. Gouvea and
Chris Griesemer and
Cynthia Passmore Tensions Between Learning Models and
Engaging in Modeling . . . . . . . . . . 843--864
Liv Kondrup Hardahl and
Per-Olof Wickman and
Cecilia Caiman The Body and the Production of Phenomena
in the Science Laboratory . . . . . . . 865--895
Ashlyn E. Pierson and
Douglas B. Clark Sedimentation of Modeling Practices . . 897--925
Amy Voss Farris and
Amanda C. Dickes and
Pratim Sengupta Learning to Interpret Measurement and
Motion in Fourth Grade Computational
Modeling . . . . . . . . . . . . . . . . 927--956
Tiffany-Rose Sikorski Context-Dependent ``Upper Anchors'' for
Learning Progressions . . . . . . . . . 957--981
Kostas Kampourakis Farewell . . . . . . . . . . . . . . . . 983--984
Richard Brock and
David Hay Keeping Students Out of Mary's
(Class)room . . . . . . . . . . . . . . 985--1000
Linda Fuselier and
Justin McFadden and
Katherine Ray King Do Biologists' Conceptions of Science as
a Social Epistemology Align with
Critical Contextual Empiricism? . . . . 1001--1025
Erin E. Peters-Burton and
Jennifer C. Parrish and
Bridget K. Mulvey Extending the Utility of the Views of
Nature of Science Assessment through
Epistemic Network Analysis . . . . . . . 1027--1053
Wonyong Park and
Seungran Yang and
Jinwoong Song When Modern Physics Meets Nature of
Science . . . . . . . . . . . . . . . . 1055--1083
Anthony W. Lorsbach and
Allison Antink Meyer and
Anna Maria Arias The Correspondence of Charles Darwin as
a Tool for Reflecting on Nature of
Science . . . . . . . . . . . . . . . . 1085--1103
Cody Tyler Williams and
David Wÿss Rudge Effects of Historical Story Telling on
Student Understanding of Nature of
Science . . . . . . . . . . . . . . . . 1105--1133
Renata da Fonseca Moraes Batista and
Cibelle Celestino Silva When Things Go Wrong . . . . . . . . . . 1135--1151
Alexis Rutt and
Frackson Mumba Developing Preservice Teachers'
Understanding of and Pedagogical Content
Knowledge for History of
Science--Integrated Science Instruction 1153--1179
Hui Jin and
Cesar Delgado and
Malcolm I. Bauer and
E. Caroline Wylie and
Dante Cisterna and
Kenneth F. Llort A Hypothetical Learning Progression for
Quantifying Phenomena in Science . . . . 1181--1208
Noa Ageitos and
Blanca Puig and
Laura Colucci-Gray Examining Reasoning Practices and
Epistemic Actions to Explore Students'
Understanding of Genetics and Evolution 1209--1233
Mike U. Smith and
Harvey Siegel Must Evolution Education that Aims at
Belief Be Indoctrinating? . . . . . . . 1235--1247
Sergio F. Martínez Orienting Scientific Progress . . . . . 1249--1251
Stuart Rowlands The Latest Research on Conceptual Change
from Developmental Psychology . . . . . 1253--1262
David Ludwig Epistemology from a Global Perspective 1263--1265
Judy Johns Schloegel Book Review: \booktitleThe Development
of Nuclear Physics Between the Wars . . 1267--1271
Roland M. Schulz Shifting the Focus of Undergraduate
Physics and Engineering Courses . . . . 1273--1278
Sibel Erduran Editorial Vision for \booktitleScience &
Education . . . . . . . . . . . . . . . 1--5
Xinyu He and
Yang Deng and
Saisai Yu and
Houxiong Wang The Influence of Context on the
Large-Scale Assessment of High School
Students' Epistemic Cognition of
Scientific Argumentation . . . . . . . . 7--41
Vesna D. Milanovic and
Dragica D. Trivic Arguments of 14-Year-Olds in the Context
of History of the Development of Organic
Chemistry . . . . . . . . . . . . . . . 43--74
Jonna Wiblom and
Maria Andrée and
Carl-Johan Rundgren Navigating Alarming Media Messages About
Nutrition and Health . . . . . . . . . . 75--100
Marlon C. Alcantara and
Marco Braga and
Charles van den Heuvel Historical Networks in Science Education 101--121
Edwin Koster and
Henk W. de Regt Science and Values in Undergraduate
Education . . . . . . . . . . . . . . . 123--143
Robby Zidny and
Jesper Sjöström and
Ingo Eilks A Multi-Perspective Reflection on How
Indigenous Knowledge and Related Ideas
Can Improve Science Education for
Sustainability . . . . . . . . . . . . . 145--185
Glenn Dolphin Timefulness: an Important
Conceptualization but Needing a Better
Approach . . . . . . . . . . . . . . . . 187--197
Hugh Lacey Objectivity and Science Education . . . 199--201
Peter Kosso A Methodological Toolkit for Science . . 203--206
Rosária Justi Contributions of Science and Technology
Education to the Exercise of Students'
Citizenship . . . . . . . . . . . . . . 207--211
M. Besse and
S. Fragni\`ere and
A. Müller and
M. Piguet and
L. Dubois and
D. Miéville and
S. Schoeb and
D. Schumacher Correction to: Learning About
Archaeology and Prehistoric Life . . . . 213--219
Hernán Cofré and
Paola Núñez and
David Santibáñez and
José M. Pavez and
Martina Valencia and
Claudia Vergara Correction to: A Critical Review of
Students' and Teachers' Understandings
of Nature of Science . . . . . . . . . . 221--232
Sibel Erduran Science Education in the Era of a
Pandemic . . . . . . . . . . . . . . . . 233--235
Ameer Emran and
Ornit Spektor-levy and
Ofra Paz Tal and
Orit Ben Zvi Assaraf Understanding Students' Perceptions of
the Nature of Science in the Context of
Their Gender and Their Parents'
Occupation . . . . . . . . . . . . . . . 237--261
Günkut Mesci and
Renee S. Schwartz and
Brandy Ann-Skjold Pleasants Enabling Factors of Preservice Science
Teachers' Pedagogical Content Knowledge
for Nature of Science and Nature of
Scientific Inquiry . . . . . . . . . . . 263--297
Selin Akgun and
Ebru Kaya How Do University Students Perceive the
Nature of Science? . . . . . . . . . . . 299--330
Ying-Chih Chen Dialogic Pathways to Manage Uncertainty
for Productive Engagement in Scientific
Argumentation . . . . . . . . . . . . . 331--375
Naim Najami and
Muhamad Hugerat and
Fattma Kabya and
Avi Hofstein The Laboratory as a Vehicle for
Enhancing Argumentation Among
Pre-Service Science Teachers . . . . . . 377--393
Lia Betti and
Peter Shaw and
Volker Behrends Acceptance of Biological Evolution by
First-Year Life Sciences University
Students . . . . . . . . . . . . . . . . 395--409
Merav Siani and
Anat Yarden ``Evolution? I Don't Believe in It'' . . 411--441
Antonio García-Carmona From Inquiry-Based Science Education to
the Approach Based on Scientific
Practices . . . . . . . . . . . . . . . 443--463
Sheldon Richmond The Physicist as Gulliver Traveling the
Matrix . . . . . . . . . . . . . . . . . 465--468
Santiago Ginnobili Prediction and Contingency in Evolution
by Natural Selection . . . . . . . . . . 469--477
Hajo Greif Darwinian Dialectics . . . . . . . . . . 479--482
Dina Tsybulsky Conceptual Trends and Issues in Biology
Didactics . . . . . . . . . . . . . . . 483--485
Sibel Erduran Bringing Nuance to ``the Science'' in
Public Policy and Science Understanding 487--489
Kason Ka Ching Cheung Exploring the Inclusion of Nature of
Science in Biology Curriculum and
High-Stakes Assessments in Hong Kong . . 491--512
Ítalo Nascimento de Carvalho and
Charbel N. El-Hani and
Nei Nunes-Neto How Should We Select Conceptual Content
for Biology High School Curricula? . . . 513--547
Ashwin Krishnan Mohan Philosophical Standpoints of Textbooks
in Quantum Mechanics . . . . . . . . . . 549--569
Lydia E. Carol-Ann Burke and
John Wallace Re-examining Postcolonial Science
Education Within a Power-Knowledge
Framework . . . . . . . . . . . . . . . 571--588
Markus Emden and
Mario Gerwig Can Faraday's \booktitleThe Chemical
History of a Candle Inform the Teaching
of Experimentation? . . . . . . . . . . 589--616
Hartono Bancong and
Jinwoong Song Exploring How Students Construct
Collaborative Thought Experiments During
Physics Problem-Solving Activities . . . 617--645
Pablo Antonio Archila and
Jorge Molina and
Anne-Marie Truscott de Mejía Using Historical Scientific
Controversies to Promote Undergraduates'
Argumentation . . . . . . . . . . . . . 647--671
Vetti Giri and
M. U. Paily Effect of Scientific Argumentation on
the Development of Critical Thinking . . 673--690
Heslley Machado Silva and
Eduardo Fleury Mortimer Teachers' Conceptions about the Origin
of Humans in the Context of Three Latin
American Countries with Different Forms
and Degrees of Secularism . . . . . . . 691--711
Rahmi Qurota Aini and
Arif Rachmatullah and
Muhammad Dika Harliadi and
Minsu Ha Indonesian Pre-service Biology Teachers'
and Biology Education Professors' Views
on Evolution . . . . . . . . . . . . . . 713--741
Günkut Mesci The Influence of PCK-Based NOS Teaching
on Pre-service Science Teachers' NOS
Views . . . . . . . . . . . . . . . . . 743--769
Danusa Munford Introducing Prospective Science Teachers
to the Landscape of Science Education 771--780
Sibel Erduran Nature of ``STEM''? . . . . . . . . . . 781--784
Brandon M. Reynante and
Megan E. Selbach-Allen and
Daniel R. Pimentel Exploring the Promises and Perils of
Integrated STEM Through Disciplinary
Practices and Epistemologies . . . . . . 785--803
William F. McComas and
Stephen R. Burgin A Critique of ``STEM'' Education . . . . 805--829
Jacob Pleasants Inquiring into the Nature of STEM
Problems . . . . . . . . . . . . . . . . 831--855
Jairo Ortiz-Revilla and
Agustín Adúriz-Bravo and
Ileana M. Greca A Framework for Epistemological
Discussion on Integrated STEM Education 857--880
Candice M. Quinn and
Joshua W. Reid and
Grant E. Gardner $ S + T + M = E $ as a Convergent Model
for the Nature of STEM . . . . . . . . . 881--898
Wonyong Park and
Jen-Yi Wu and
Sibel Erduran The Nature of STEM Disciplines in the
Science Education Standards Documents
from the USA, Korea and Taiwan . . . . . 899--927
Victoria Millar Trends, Issues and Possibilities for an
Interdisciplinary STEM Curriculum . . . 929--948
Maria Develaki Comparing Crosscutting Practices in STEM
Disciplines . . . . . . . . . . . . . . 949--979
Veronica Cassone McGowan and
Philip Bell Engineering Education as the Development
of Critical Sociotechnical Literacy . . 981--1005
Elaine Silva Mangiante and
Kaitlin A. Gabriele-Black Supporting Elementary Teachers'
Collective Inquiry into the ``E'' in
STEM . . . . . . . . . . . . . . . . . . 1007--1034
Dana Christensen and
Doug Lombardi Understanding Biological Evolution
Through Computational Thinking . . . . . 1035--1077
Michael J. Reiss Science Education in the Light of
COVID-19 . . . . . . . . . . . . . . . . 1079--1092
Birgitta Mc Ewen The Connection Between the Body and the
Environment: a Changing View . . . . . . 1093--1096
Ashwin Mohan and
Gregory J. Kelly Nature of Science and Nature of
Scientists . . . . . . . . . . . . . . . 1097--1116
Erik C. Fooladi Between Education and Opinion-Making . . 1117--1138
François Lombard and
Daniel K. Schneider and
Marie Merminod and
Laura Weiss Balancing Emotion and Reason to Develop
Critical Thinking About Popularized
Neurosciences . . . . . . . . . . . . . 1139--1176
Edith R. Dempster What Knowledge is Worth Knowing? . . . . 1177--1199
Zeynep Neslihan Alisir and
Serhat Irez The Effect of Replicating Historical
Scientific Apparatus on High School
Students' Attitudes Towards Science and
Their Understanding of Nature of Science 1201--1234
Miguel Ángel Fuertes-Prieto and
Santiago Andrés-Sánchez and
Diego Corrochano-Fernández and
Carmen Urones-Jambrina and
Ma. Laura Delgado-Martín and
Pablo Herrero-Teijón and
Camilo Ruiz Pre-service Teachers' False Beliefs in
Superstitions and Pseudosciences in
Relation to Science and Technology . . . 1235--1254
Ece N. Eren-\cSi\csman and
Ceyhan Çi\ugdemo\uglu and
Uygar Kanl\i and
Fitnat Köseo\uglu Science Teachers' Professional
Development about Science Centers . . . 1255--1290
Maria Rut Jiménez-Liso and
Luisa López-Banet and
Justin Dillon Changing How We Teach Acid--Base
Chemistry . . . . . . . . . . . . . . . 1291--1315
Raúl Orduña Picón and
Hannah Sevian and
Eduardo F. Mortimer Conceptual Profile of Substance . . . . 1317--1360
Ilse Landa and
Hanna Westbroek and
Fred Janssen and
Jacqueline van Muijlwijk and
Martijn Meeter Scientific Perspectivism in
Secondary-School Chemistry Education . . 1361--1388
Sangwoo Ha and
Minchul Kim Challenges of designing and carrying out
laboratory experiments about Newton's
second law . . . . . . . . . . . . . . . 1389--1416
Yvonne Lampert Teaching the Nature of Science from a
Philosophical Perspective . . . . . . . 1417--1439
Michael J. Reiss But Who Is it for? The History of School
Science in England . . . . . . . . . . . 1441--1446
Nelio Bizzo Biological Evolution and Children's
Books: Whimsical Storytelling and
Darwinian Origins . . . . . . . . . . . 1447--1450
Brian Donovan and
Ross H. Nehm Genetics and Identity . . . . . . . . . 1451--1458
John Willinsky The Confounding of Race in High School
Biology Textbooks, 2014--2019 . . . . . 1459--1476
John Willinsky Correction to: The Confounding of Race
in High School Biology Textbooks,
2014-2019 . . . . . . . . . . . . . . . 1477--1478
Brian M. Donovan and
Monica Weindling and
Dennis M. Lee From Basic to Humane Genomics Literacy 1479--1511
John Tawa Does Social Constructionist Curricula
Both Decrease Essentialist and Increase
Nominalist Beliefs About Race? . . . . . 1513--1540
Amelia R. Hubbard and
Laurel A. Monnig Using Anthropological Principles to
Transform the Teaching of Human
``Difference'' and Genetic Variation in
College Classrooms . . . . . . . . . . . 1541--1565
Molly A. M. Stuhlsatz and
Zoë E. Buck Bracey and
Brian M. Donovan Investigating Conflation of Sex and
Gender Language in Student Writing About
Genetics . . . . . . . . . . . . . . . . 1567--1594
Alexandre Morin-Chassé Behavioral Genetics, Population
Genetics, and Genetic Essentialism . . . 1595--1619
Robyn E. Tornabene and
Gena C. Sbeglia and
Ross H. Nehm Measuring Belief in Genetic Determinism:
a Psychometric Evaluation of the PUGGS
Instrument . . . . . . . . . . . . . . . 1621--1657
Olivia Levrini and
Paola Fantini and
Giulia Tasquier The Present Shock and Time
Re-appropriation in the Pandemic Era . . 1--31
Yilmaz Soysal Talking Science . . . . . . . . . . . . 33--65
Xiaohong Ren and
Xiaoyan Wang and
Mengting Li The Impact of Personal Moral
Philosophies on the Safe Practice of
Students in Chemistry and Related Majors 67--80
Dayna Jean DeFeo and
Trang C. Tran and
Sarah Gerken Mediating Students' Fixation with Grades
in an Inquiry-Based Undergraduate
Biology Course . . . . . . . . . . . . . 81--102
Mehmet Aydeniz and
Kader Bilican and
Burcu Senler Development of the Inquiry-Based Science
Teaching Efficacy Scale for Primary
Teachers . . . . . . . . . . . . . . . . 103--120
Xiaoshan Li and
Wenjing Wang Exploring Spatial Cognitive Process
Among STEM Students and Its Role in STEM
Education . . . . . . . . . . . . . . . 121--145
Maurizio Toscano and
John Quay Beyond a Pragmatic Account of the
Aesthetic in Science Education . . . . . 147--163
Maayan Schvartzer and
Michael Elazar and
Shulamit Kapon Guiding Physics Teachers by Following in
Galileo's Footsteps . . . . . . . . . . 165--179
Michael John Paton A Review of Michael Matthews'
\booktitleFeng Shui . . . . . . . . . . 181--187
Max Kistler Book Review: Elly Vintiadis, Constantin
Mekios (eds): \booktitleBrute Facts,
Emergence, and Scientific Explanation 189--199
Sibel Erduran Science Education and the Pandemic, 1
Year On . . . . . . . . . . . . . . . . 201--204
Sibel Erduran List of Reviewers Contributing to Volume
29, 2020 . . . . . . . . . . . . . . . . 205--208
Maurício Pietrocola and
Ernani Rodrigues and
Samuel Schnorr Risk Society and Science Education . . . 209--233
Deniz Saribas and
Ertan Çetinkaya Pre-Service Teachers' Analysis of Claims
About COVID-19 in an Online Course . . . 235--266
Pablo Antonio Archila and
Jorge Molina and
Silvia Restrepo Providing Undergraduates with
Opportunities to Explicitly Reflect on
How News Articles Promote the Public
(Mis)understanding of Science . . . . . 267--291
Jun-Ki Lee and
Rahmi Qurota Aini and
Sein Shin Biological Conceptualization of Race . . 293--316
Lida T. Klaver and
Juliette H. Walma van der Molen Measuring Pupils' Attitudes Towards
Socioscientific Issues . . . . . . . . . 317--344
Olga Ioannidou and
Sibel Erduran Beyond Hypothesis Testing . . . . . . . 345--364
Bing Wei and
Yaqing Wang The Presentation of Science Practice in
Twenty Historical Cases . . . . . . . . 365--380
Hagop A. Yacoubian Students' Views of Nature of Science . . 381--408
Xiaoming Shi Using Explicit Teaching of Philosophy to
Promote Understanding of the Nature of
Science . . . . . . . . . . . . . . . . 409--440
Sibel Erduran Respect for Evidence: Can Science
Education Deliver It? . . . . . . . . . 441--444
Ayça Fackler When Science Denial Meets Epistemic
Understanding . . . . . . . . . . . . . 445--461
Kristina Hopkins Neuroscience as a Contemporary Science
Domain to Contextualize Nature of
Science Instruction . . . . . . . . . . 463--500
Cristiano B. Moura and
Matheus Monteiro Nascimento and
Nathan Willig Lima Epistemic and Political Confrontations
Around the Public Policies to Fight
COVID-19 Pandemic . . . . . . . . . . . 501--525
Bridget K. Mulvey and
Jennifer C. Parrish and
Erin E. Peters-Burton Making Connections . . . . . . . . . . . 527--555
Liliana Valladares Scientific Literacy and Social
Transformation . . . . . . . . . . . . . 557--587
Li Ke and
Troy D. Sadler and
Patricia J. Friedrichsen Developing and Using Multiple Models to
Promote Scientific Literacy in the
Context of Socio-Scientific Issues . . . 589--607
Wagner Tadeu Jardim and
Andreia Guerra and
Hermann Schiffer History of Science in Physics Teaching 609--638
Bing Wei and
Xiaomin Chen Examining Teaching Emphases of History
of Science in Award-Winning Science
Lesson Plans in Macao . . . . . . . . . 639--657
Peng Dai and
Cody Tyler Williams and
David Wÿss Rudge Rosalind Franklin and the Discovery of
the Structure of DNA . . . . . . . . . . 659--692
Kishore Dutta The Mona Lisa --- a Prototype for
Multidisciplinary Science Education . . 693--716
Sigal Samon and
Sharona T. Levy The Role of Physical and Computer-Based
Experiences in Learning Science Using a
Complex Systems Approach . . . . . . . . 717--753
Lidia Falomo Bernarduzzi and
Ester Maria Bernardi and
Andrea Vai Augmented Reality Application for
Handheld Devices . . . . . . . . . . . . 755--773
Yuriy Kostyuchenko and
Victor Pushkar and
Mohamed Abioui Review of ``\booktitleTheorizing the
Future of Science Education Research''
Edited by Vaughan Prain and Brian Hand 775--778
Shiyang Yu and
Frank Zenker An Eco-cognitive Model of Abductive
Reasoning . . . . . . . . . . . . . . . 779--782
Sibel Erduran Methodological Diversity in HPS-Informed
Science Education Research . . . . . . . 783--784
Pablo Antonio Archila and
Giovanna Danies and
Silvia Restrepo Towards Covid-19 Literacy . . . . . . . 785--808
Jana Ba\vsnáková and
Vladimíra \vCavojová and
Jakub \vSrol Does Concrete Content Help People to
Reason Scientifically? . . . . . . . . . 809--826
Pedro J. Sánchez Gómez On the Epistemic Value of Students'
Conceptions in Science Education . . . . 827--847
Betul Ekiz-Kiran and
Sevgi Aydin-Gunbatar Analysis of Engineering Elements of
K--12 Science Standards in Seven
Countries Engaged in STEM Education
Reform . . . . . . . . . . . . . . . . . 849--882
Michael Lodi and
Simone Martini Computational Thinking, Between Papert
and Wing . . . . . . . . . . . . . . . . 883--908
Ricardo Noguera-Solano and
Juan Manuel Rodríguez-Caso and
Rosaura Ruiz-Gutiérrez The Evolutionary Thought of
Jean-Baptiste Lamarck . . . . . . . . . 909--929
Gonzalo Peñaloza and
Charbel N. El-Hani and
Carlos Javier Mosquera-Suárez Between Scientific Ideas and Christian
Religious Beliefs . . . . . . . . . . . 931--965
Berry Billingsley and
Mehdi Nassaji Secondary School Students' Reasoning
About Science and Personhood . . . . . . 967--991
Susan Hanisch and
Dustin Eirdosh Causal Mapping as a Teaching Tool for
Reflecting on Causation in Human
Evolution . . . . . . . . . . . . . . . 993--1022
Birgitta Mc Ewen Correction to: The Connection Between
the Body and the Environment: a Changing
View . . . . . . . . . . . . . . . . . . 1023--1024
Hub Zwart Using Science Biographies to Understand
Science: Why and How? . . . . . . . . . 1025--1028
Nathalie Gontier Astrobiology, The Way Forward . . . . . 1029--1035
Markus Emden Reintroducing ``the'' Scientific Method
to Introduce \em Scientific Inquiry in
Schools? . . . . . . . . . . . . . . . . 1037--1073
Poliana Maia and
Rosária Justi and
Monique Santos Aspects About Science in the Context of
Production and Communication of
Knowledge of COVID-19 . . . . . . . . . 1075--1098
Charles Winrich and
Peter Garik Integrating History of Science in
In\u2011service Physics Teacher
Education: Impact on Teachers' Practice 1099--1130
Ebru Eren Exploring Science Identity Development
of Women in Physics and Physical
Sciences in Higher Education . . . . . . 1131--1158
Richard Duschl and
Lucy Avraamidou and
Nathália Helena Azevedo Data-Texts in the Sciences . . . . . . . 1159--1181
Magdalena Kersting and
Jesper Haglund and
Rolf Steier A Growing Body of Knowledge . . . . . . 1183--1210
Jerrid Kruse and
Isaiah Kent-Schneider and
Molly Rockefeller Investigating Student Nature of Science
Views as Reflections of Authentic
Science . . . . . . . . . . . . . . . . 1211--1231
Hatice Esma Özbay and
Mustafa Serdar Köksal Middle School Students' Scientific
Epistemological Beliefs, Achievements in
Science and Intellectual Risk-Taking . . 1233--1252
Juan Quílez Le Châtelier's Principle a Language,
Methodological and Ontological Obstacle:
an Analysis of General Chemistry
Textbooks . . . . . . . . . . . . . . . 1253--1288
Davut Sarìta\cs and
Hasan Özcan and
Agustín Adúriz-Bravo Observation and Inference in Chemistry
Teaching: a Model-Based Approach to the
Integration of the Macro and Submicro
Levels . . . . . . . . . . . . . . . . . 1289--1314
Mark Neff A Toolkit for (Technocratic)
Environmental Sustainability . . . . . . 1315--1318
Michael R. Matthews Feng Shui in Science Programmes . . . . 1319--1332
Damian Fernandez-Beanato Feng Shui and the Demarcation Project 1333--1351
Íñigo Ongay de Felipe The Universality of Science and
Traditional Chinese Medicine . . . . . . 1353--1370
Michael John Paton Science and \em Fengshui . . . . . . . . 1371--1386
Jinwoong Song and
Jieun Chun and
Jiyeon Na Why People Trust Something Other than
Science . . . . . . . . . . . . . . . . 1387--1419
Sindhuja Bhakthavatsalam and
Weimin Sun A Virtue Epistemological Approach to the
Demarcation Problem . . . . . . . . . . 1421--1452
Kai Ming Kiang and
Wai Man Szeto Teaching Traditional Chinese Science as
a Part of a NOS Curriculum in Hong Kong 1453--1472
Meifang Zhang and
Bing Liu The Theoretical Foundations of Feng Shui
and Science Education in China . . . . . 1473--1490
Brenda Braga Pereira and
Luciano Fernandes Silva and
Janaina Roberta dos Santos Environmental Education and Complexity 1--20
Deanna Kuhn and
Anahid S. Modrek Choose Your Evidence . . . . . . . . . . 21--31
Deanna Kuhn and
Anahid S. Modrek Correction to: Choose Your Evidence . . 33--33
Leticia Gallegos-Cázares and
Fernando Flores-Camacho and
Elena Calderón-Canales Elementary School Children's
Explanations of Day and Night . . . . . 35--54
Johnson Enero Upahi and
Umesh Ramnarain Evidence of Foundational Knowledge and
Conjectural Pathways in Science Learning
Progressions . . . . . . . . . . . . . . 55--92
Katerina Salta and
Katerina Paschalidou and
Dionysios Koulougliotis Shift From a Traditional to a Distance
Learning Environment during the COVID-19
Pandemic . . . . . . . . . . . . . . . . 93--122
Arzu Sonmez Eryasar and
Ahmet Kilinc The Coherence Between Epistemologies and
SSI Teaching . . . . . . . . . . . . . . 123--147
Khalil Oliveira Portugal and
Sergio de Mello Arruda and
Marinez Meneghello Passos Strands of Science Teaching . . . . . . 149--171
Chulkyu Park and
Hun-Gi Hong Educational Practices in Sommerfeld
School . . . . . . . . . . . . . . . . . 173--191
Lucía B. Chacón-Díaz A Textbook Analysis to Uncover the
Hidden Contributors of Science and
Mathematics . . . . . . . . . . . . . . 193--211
Karen D. Larison On Beyond Constructivism . . . . . . . . 213--239
Rachel Philip India's National Science Talent Search
Examination (1963--1976) . . . . . . . . 241--263
Robby Zidny and
Jesper Sjöström and
Ingo Eilks Correction to: A Multi-Perspective
Reflection on How Indigenous Knowledge
and Related Ideas Can Improve Science
Education for Sustainability . . . . . . 265--266
Sibel Erduran Correction to: Science Education and the
Pandemic, 1 Year On . . . . . . . . . . 267--267
Andrea Revel Chion and
Agustín Adúriz-Bravo In Sickness and in Health . . . . . . . 269--291
David B. Bichara and
Zoubeida R. Dagher and
Hui Fang What do COVID-19 Tweets Reveal about
Public Engagement with Nature of
Science? . . . . . . . . . . . . . . . . 293--323
Cigdem Han-Tosunoglu and
Ferah Ozer Exploring Pre-service Biology Teachers'
Informal Reasoning and Decision-Making
About COVID-19 . . . . . . . . . . . . . 325--355
Allison Antink-Meyer and
Anna Maria Arias Teachers' Incorporation of Epistemic
Practices in K--8 Engineering and Their
Views About the Nature of Engineering
Knowledge . . . . . . . . . . . . . . . 357--382
Jairo Ortiz-Revilla and
Ileana M. Greca and
Irene Arriassecq A Theoretical Framework for Integrated
STEM Education . . . . . . . . . . . . . 383--404
Ana Isabel Morales López and
Paula Tuzón Marco Misconceptions, Knowledge, and Attitudes
Towards the Phenomenon of Radioactivity 405--426
Alexsandro Pereira and
Jordi Solbes The Dynamics of Perspective in Quantum
Physics . . . . . . . . . . . . . . . . 427--450
Kalliopi Meli and
Dimitrios Koliopoulos and
Konstantinos Lavidas A Model-Based Constructivist Approach
for Bridging Qualitative and
Quantitative Aspects in Teaching and
Learning the First Law of Thermodynamics 451--485
TBM Chowdhury and
Jack Holbrook and
Miia Rannikmäe Bangladeshi Science Teachers' Perceived
Importance and Perceived Current
Practices in Promoting Science Education
Through a Context-Based,
Socio-scientific Framework . . . . . . . 487--523
Amani Khalaf H. Alghamdi and
Wadha Habbab Alotaibi Bringing Science Fiction Story Writing
to Saudi Science Education . . . . . . . 525--541
Ying-Chih Chen Is Uncertainty a Barrier or Resource to
Advance Science? The Role of Uncertainty
in Science and Its Implications for
Science Teaching and Learning . . . . . 543--549
Hugh Desmond Purpose is Dead, Long Live Purpose! . . 551--554
Zhihui Chen and
Ruixing Ye Principles of Creative Problem Solving
in AI Systems . . . . . . . . . . . . . 555--557
Cristiano B. Moura and
Matheus Monteiro Nascimento and
Nathan Willig Lima Correction to: Epistemic and Political
Confrontations Around the Public
Policies to Fight COVID-19 Pandemic . . 559--559
Michael Lodi and
Simone Martini Correction to: Computational Thinking,
Between Papert and Wing . . . . . . . . 561--562
Sibel Erduran Too Philosophical, Therefore Useless for
Science Education? . . . . . . . . . . . 563--567
Sibel Erduran List of Reviewers Contributing to Volume
30, 2021 . . . . . . . . . . . . . . . . 569--573
Jais Brohinsky and
Gerhard Sonnert and
Philip Sadler The Devil's Advocate . . . . . . . . . . 575--596
Santiago Ginnobili and
Leonardo González Galli and
Yefrin Ariza Do What Darwin Did . . . . . . . . . . . 597--617
Chao Gu and
Yi Feng Influence of Public Engagement with
Science on Scientific Information
Literacy During the COVID-19 Pandemic 619--633
Mafor Penn and
Umesh Ramnarain South African Grade 12 Science Students'
Understandings of Scientific Inquiry . . 635--656
Shannon G. Davidson and
Lama Z. Jaber and
Sherry A. Southerland Cultivating Science Teachers'
Understandings of Science as a
Discipline . . . . . . . . . . . . . . . 657--683
Antonio García-Carmona Spanish Science Teacher Educators'
Preparation, Experiences, and Views
About Nature of Science in Science
Education . . . . . . . . . . . . . . . 685--711
Banu Avsar Erumit and
Valarie L. Akerson Using Children's Literature in the
Middle School Science Class to Teach
Nature of Science . . . . . . . . . . . 713--737
Yilmaz Soysal Middle School Science Teachers'
Discursive Purposes and Talk Moves in
Supporting Students' Experiments . . . . 739--785
Gunilla Öberg and
Alice Campbell and
Ashley Welsh Teaching Science as a Process, Not a Set
of Facts . . . . . . . . . . . . . . . . 787--817
Saeed Salimpour and
Michael T. Fitzgerald The Cosmic Interaction . . . . . . . . . 819--849
Giuliano Reis Education for Sustainability and
Environment: Searching for the \em
Perfect Plate . . . . . . . . . . . . . 851--854
Maria Kolovou Lessons from the Past: Reviewing
\booktitleHow We Teach Science, What's
Changed, and Why It Matters . . . . . . 855--859
Pablo Antonio Archila and
Jorge Molina and
Giovanna Danies and
Anne-Marie Truscott de Mej\'ìa and
Silvia Restrepo Using the Controversy over Human Race to
Introduce Students to the Identification
and the Evaluation of Arguments . . . . 861--892
David Stroupe and
Heidi B. Carlone Leaving the laboratory: Using Field
Science to Disrupt and Expand
Historically Enduring Narratives of
Science Teaching and Learning . . . . . 893--921
David Upegui and
Julie Coiro and
Stefan Battle and
Rudolf Kraus and
David Fastovsky Integration of the Topic of Social
Justice into High School Biology
Curricula . . . . . . . . . . . . . . . 923--941
Bing Wei and
Zhimeng Jiang and
Lichun Gai Examining the Nature of Practical Work
in School Science Textbooks: Coverage of
the Diversity of Scientific Methods . . 943--960
Vitaly Pronskikh and
Galina V. Sorina Expert Text Analysis in the Inclusion of
History and Philosophy of Science in
Higher Education . . . . . . . . . . . . 961--975
Elianne M. Gerrits and
Annelien L. Bredenoord and
Marc H. W. van Mil Educating for Responsible Research
Practice in Biomedical Sciences . . . . 977--996
Birgitta Mc Ewen Construction of a Review About
Epigenetics for Biology Teachers and
Other Non-experts . . . . . . . . . . . 997--1026
Eric Batista Ferreira and
Frederico Augusto Toti Multivariate and Longitudinal Profile of
Brazilian Journals on Science Education
from 2013 to 2019 . . . . . . . . . . . 1027--1046
Hosein Daneshpour and
Ebo Kwegyir-Afful Analysing Transdisciplinary Education: a
Scoping Review . . . . . . . . . . . . . 1047--1074
Giovana Blitzkow Scucato dos Santos and
Débora Amaral Taveira Mello and
Marcos Cesar Danhoni Neves Our Friend the Atom . . . . . . . . . . 1075--1099
Sibel Erduran Trust in Science and Science Education
--- Part 1 . . . . . . . . . . . . . . . 1101--1104
Benjamin C. Herman and
Michael P. Clough and
Asha Rao Socioscientific Issues Thinking and
Action in the Midst of
Science-in-the-Making . . . . . . . . . 1105--1139
Stefaan Blancke and
Maarten Boudry ``Trust Me, I'm a Scientist'' . . . . . 1141--1154
Beth A. Covitt and
Charles W. Anderson Untangling Trustworthiness and
Uncertainty in Science . . . . . . . . . 1155--1180
Maria Develaki Trustworthiness of Science in Debate:
Challenges, Responses, and Implications 1181--1208
William W. Cobern and
Betty AJ Adams and
Brandy A-S. Pleasants and
Andrew Bentley and
Robert Kagumba Do We Have a \em Trust Problem?
Exploring Undergraduate Student Views on
the Tentativeness and Trustworthiness of
Science . . . . . . . . . . . . . . . . 1209--1238
Joshua M. Rosenberg and
Marcus Kubsch and
Eric-Jan Wagenmakers and
Mine Dogucu Making Sense of Uncertainty in the
Science Classroom . . . . . . . . . . . 1239--1262
Michael J. Reiss Trust, Science Education and Vaccines 1263--1280
Ebru Zeynep Mu\ugalo\uglu and
Zeynep Kaymaz and
Muhammet Emin Mìsìr and
Canan Laçin-\cSim\csek Exploring the Role of Trust in
Scientists to Explain Health-Related
Behaviors in Response to the COVID-19
Pandemic . . . . . . . . . . . . . . . . 1281--1309
Liliana Valladares Post-Truth and Education . . . . . . . . 1311--1337
Cristiano Mattos and
Felipe Sanches Lopez and
José Luis Ortega and
André Rodrigues The Public Discussion on Flat Earth
Movement . . . . . . . . . . . . . . . . 1339--1361
Nathan Willig Lima and
Matheus Monteiro Nascimento Not Only \em Why but Also \em How to
Trust Science: Reshaping Science
Education Based on Science Studies for a
Better Post-pandemic World . . . . . . . 1363--1382
Ellen J. Platts and
Bridget Kerner and
Nick Adams and
Jan-Michael Archer FEW and Far Between . . . . . . . . . . 1383--1397
Jussara Rowland and
João Estevens and
Aneta Krzewi\'nska and
Izabela Warwas and
Ana Delicado Trust and Mistrust in Sources of
Scientific Information on Climate Change
and Vaccines . . . . . . . . . . . . . . 1399--1424
Sibel Erduran Trust in Science and Science Education
--- Part 2 . . . . . . . . . . . . . . . 1425--1427
Natalia Fernández and
Federico Benitez and
Diego Romero-Maltrana Social Character of Science and Its
Connection to Epistemic Reliability . . 1429--1448
Dorothy V. Smith The Problem of Trust Without Intimacy:
Education for Handling Expert Knowledge
in a Neoliberal Marketplace . . . . . . 1449--1474
Douglas Allchin Who Speaks for Science? . . . . . . . . 1475--1492
Noemi Waight and
Shakhnoza Kayumova and
Jennifer Tripp and
Feyza Achilova Towards Equitable, Social Justice
Criticality: Re-Constructing the
``Black'' Box and Making it Transparent
for the Future of Science and Technology
in Science Education . . . . . . . . . . 1493--1515
Jesús Piqueras and
Marianne Achiam and
Susanna Edvall and
Charlotte Ek Ethnicity and Gender in Museum
Representations of Human Evolution . . . 1517--1540
Kathryn M. Bateman and
Cristina G. Wilson and
Randolph T. Williams and
Basil Tikoff and
Thomas F. Shipley Explicit Instruction of Scientific
Uncertainty in an Undergraduate
Geoscience Field-Based Course . . . . . 1541--1566
Molly Trendell Nation and
Allan Feldman Climate Change and Political Controversy
in the Science Classroom . . . . . . . . 1567--1583
Lucrecia Estigarribia and
Julieta Karina Torrico Chalabe and
Karen Cisnero and
Mat\'ìas Wajner and
Leticia Garc\'ìa-Romano Co-design of a Teaching--Learning
Sequence to Address COVID-19 as a
Socio-scientific Issue in an Infodemic
Context . . . . . . . . . . . . . . . . 1585--1627
Newton Duarte and
Luciana Massi and
Lucas André Teixeira The Committed Objectivity of Science and
the Importance of Scientific Knowledge
in Ethical and Political Education . . . 1629--1649
Sarah L. Ferguson Teaching What Is ``Real'' About Science 1651--1669
Adam Chmielewski Critical Rationalism and Trust in
Science . . . . . . . . . . . . . . . . 1671--1690
Maurizio Toscano and
Victoria Millar Trust in the Third Space of Science
Education . . . . . . . . . . . . . . . 1691--1708
Fuhai Sun and
Ruixing Ye Moral Considerations of Artificial
Intelligence . . . . . . . . . . . . . . 1--17
Guilherme Ramos Demetrio and
Uedson Pereira Jacobina and
Kim Ribeiro Barão The Impact of Life Philosophy and Major
Field of Study on Brazilian Students'
Knowledge of Biological Evolution . . . 19--36
Georgios Ampatzidis and
Marida Ergazaki How Did Darwin Prefer His Tea? . . . . . 37--56
Floor Kamphorst and
M. J. Vollebregt and
E. R. Savelsbergh and
W. R. van Joolingen An Educational Reconstruction of Special
Relativity Theory for Secondary
Education . . . . . . . . . . . . . . . 57--100
Lin Lin and
Qianru Song and
Jingying Wang and
Tao Hu and
Xiaomei Ping and
Yizhou Ling History of Science in Two Recent
Versions of High School Physics
Textbooks in China . . . . . . . . . . . 101--121
Xiaoshan Li and
Yanyan Li and
Wenjing Wang Long-Lasting Conceptual Change in
Science Education . . . . . . . . . . . 123--168
Tracy Bloor and
Jérôme Santini Modeling the Epistemic Value of
Classroom Practice in the Investigation
of Effective Learning . . . . . . . . . 169--197
Bartolomé Vázquez-Bernal and
Roque Jiménez-Pérez Modeling a Theoretical Construct on
Pupils' Difficulties in Problem Solving 199--229
Tiago Guimarães Inêz and
Breno Pascal de Lacerda Brito and
Charbel N. El-Hani A Model for Teaching About the Nature of
Science in the Context of Biological
Education . . . . . . . . . . . . . . . 231--276
Jan Winkelmann On Idealizations and Models in Science
Education . . . . . . . . . . . . . . . 277--295
Maria Vetleseter Bòe and
Susanne Viefers Secondary and University Students'
Descriptions of Quantum Uncertainty and
the Wave Nature of Quantum Particles . . 297--326
Douglas Cardinot and
Cristiano Moura and
Andreia Guerra Challenging the ``Science from nowhere''
perspective in the classroom . . . . . . 327--359
Ertan Cetinkaya and
Deniz Saribas Facilitating Middle School Students'
Reasoning About Vaccines . . . . . . . . 361--380
Aik-Ling Tan and
Yann Shiou Ong and
Yong Sim Ng and
Jared Hong Jie Tan STEM Problem Solving: Inquiry, Concepts,
and Reasoning . . . . . . . . . . . . . 381--397
Ingrid Aline de Carvalho Ferrasa and
Elaine Ferreira Machado and
Awdry Feisser Miquelin and
Ronei Clécio Mocellin and
Bruna Elise Sauer Leal and
Micheli Kuchla and
Luciane Kawa Reis Oliveira and
Adriane Marie Salm Coelho Mary Shelley's \booktitleFrankenstein 399--420
Fatih \cSeker and
Bahattin Aydinli A Trial Patch to Sustainable Development 421--446
Eve Manz and
Betsy Beckert Quantification in Empirical Activity . . 447--480
Cecilia Dudas and
Carl-Johan Rundgren and
Iann Lundegård Exploratory Considerations in Chemistry
Education --- Didactic Modelling for
Complexity in Students' Discussions . . 481--498
Ayhan Karaman Teachers' Conceptions About Science and
Pseudoscience . . . . . . . . . . . . . 499--528
Elif Ece Adal and
Jale Cakiroglu Investigation of Preservice Science
Teachers' Nature of Science
Understanding and Decision Making on
Socioscientific Issue through the
Fractal Model . . . . . . . . . . . . . 529--565
Beatriz Almeida and
Monique Santos and
Rosária Justi Aspects and Abilities of Science
Literacy in the Context of Nature of
Science Teaching . . . . . . . . . . . . 567--587
Manman Wang and
Shoubao Gao and
Weiling Gui and
Jianqiang Ye and
Shuaishuai Mi Investigation of Pre-service Teachers'
Conceptions of the Nature of Science
Based on the LDA Model . . . . . . . . . 589--615
Lior Keren and
Shulamit Kapon Stereotypical Attributes of Scientists
and Engineers in Jokes . . . . . . . . . 617--634
Pablo Antonio Archila and
Anne-Marie Truscott de Mejía and
Silvia Restrepo Using Drama to Enrich Students'
Argumentation About Genetically Modified
Foods . . . . . . . . . . . . . . . . . 635--668
Anisa and
Ari Widodo and
Riandi and
Muslim Students' Argumentation in Science
Lessons . . . . . . . . . . . . . . . . 669--687
Yilmaz Soysal Quality Indicators of an Experienced
Middle School Science Teacher's
Argument-Based Inquiry Teaching . . . . 689--736
Igal Galili and
Ehud Goren Summary Lecture as a Delay Organizer of
Cultural Content Knowledge . . . . . . . 737--786
Ferah Özer and
Deniz Sarìba\cs Exploring Pre-service Science Teachers'
Understanding of Scientific Inquiry and
Scientific Practices Through a
Laboratory Course . . . . . . . . . . . 787--820
Joe Lockard and
Peter Goggin Teaching Mars Literature . . . . . . . . 821--844
Shutao Wang and
Yaoyao Chen and
Xinlei Lv and
Jianmei Xu Hot Topics and Frontier Evolution of
Science Education Research: a
Bibliometric Mapping from 2001 to 2020 845--869
Michael Klymkowsky Genetics in Context . . . . . . . . . . 871--876
Sibel Erduran Cobra Effect in Science Education? . . . 877--878
Baoyu Li and
Jesper Sjöström and
Bangping Ding and
Ingo Eilks Education for Sustainability Meets
Confucianism in Science Education . . . 879--908
Remo Fernández-Carro and
José Eduardo V\'ìlchez and
José Miguel V\'ìlchez-González and
Ángel Ezquerra Multivariate Analysis of Beliefs in
Pseudoscience and Superstitions Among
Pre-service Teachers in Spain . . . . . 909--925
Richard Brock and
Kostas Kampourakis A Justification of Legitimate
Teleological Explanations in Physics
Education . . . . . . . . . . . . . . . 927--945
Benjamin C. Herman and
Sarah V. Poor and
Robert T. Oertli and
Kristen Schulte Promoting Young Learners' NOS Views
Through Place-Based SSI Instruction . . 947--992
Agustín Adúriz-Bravo and
Alger Sans Pinillos Abduction as a Mode of Inference in
Science Education . . . . . . . . . . . 993--1020
Daniela Schriebl and
Andreas Müller and
Nicolas Robin Modelling Authenticity in Science
Education . . . . . . . . . . . . . . . 1021--1048
Hallie Edgerly and
Jerrid Kruse and
Jesse Wilcox Investigating Elementary Teachers'
Views, Implementation, and Longitudinal
Enactment of Nature of Science
Instruction . . . . . . . . . . . . . . 1049--1073
Ayse Buber and
Gul Unal Coban The Development of Nature of Science
Understandings Questionnaire within
Associated Approaches . . . . . . . . . 1075--1137
Michael Skoumios Developing Primary School Students'
Abilities to Evaluate the Evidence of
Written Scientific Arguments . . . . . . 1139--1164
Tuba Demircioglu and
Memet Karakus and
Sedat Ucar Developing Students' Critical Thinking
Skills and Argumentation Abilities
Through Augmented Reality-Based
Argumentation Activities in Science
Classes . . . . . . . . . . . . . . . . 1165--1195
Débora Amaral Taveira Mello and
Marcos Cesar Danhoni Neves and
Alexandre José Tuoto Silveira Mello and
Giovana Blitzkow Scucato dos Santos A Model-Based Analysis of the Museo
Galileo Interactive Area . . . . . . . . 1197--1219
Miri Barak Family Resemblance Approach in Science
Education . . . . . . . . . . . . . . . 1221--1225
Gürol Irzik and
Robert Nola Revisiting the Foundations of the Family
Resemblance Approach to Nature of
Science: Some New Ideas . . . . . . . . 1227--1245
Zoubeida R. Dagher and
Sibel Erduran To FRA or not to FRA: What is the
question for science education? . . . . 1247--1264
Wonyong Park and
Richard Brock Is There a Limit to Resemblances? . . . 1265--1286
Sara Satanassi and
Laura Branchetti and
Paola Fantini and
Rachele Casarotto and
Martina Caramaschi and
Eleonora Barelli and
Olivia Levrini Exploring the boundaries in an
interdisciplinary context through the
Family Resemblance Approach: The
Dialogue Between Physics and Mathematics 1287--1320
Rachel Takriti and
Hassan Tairab and
Najwa Alhosani and
Hala Elhoweris and
Lindsay Schofield and
Lutfieh Rabbani and
Iman AlAmirah Toward Understanding Science as a Whole 1321--1361
Sarah Voss and
Isaiah Kent-Schneider and
Jerrid Kruse and
Ren Daemicke Investigating the Development of
Preservice Science Teachers' Nature of
Science Instructional Views Across Rings
of the Family Resemblance Approach Wheel 1363--1399
Zeynep Merve Demirel and
Semra Sungur and
Jale Çakìro\uglu Science Teachers' Views on the Nature of
Science and its Integration into
Instruction . . . . . . . . . . . . . . 1401--1433
Ay\csegül Çilekrenkli and
Ebru Kaya Learning Science in Context: Integrating
a Holistic Approach to Nature of Science
in the Lower Secondary Classroom . . . . 1435--1469
Dilara Goren and
Ebru Kaya How is Students' Understanding of Nature
of Science Related with Their
Metacognitive Awareness? . . . . . . . . 1471--1496
Madelene Losvik Berntsen and
Camilla Berge Vik and
Annette Lykknes Let them research with . . . . . . . . . 1497--1513
Beyza Okan and
Ebru Kaya Exploring the Inclusion of Nature of
Science in Turkish Middle School Science
Textbooks . . . . . . . . . . . . . . . 1515--1535
Yi-Fen Yeh and
Thasmai Dhurumraj and
Umesh Ramnarain Representations of the Nature of Science
in South African Physical Sciences
Textbooks on Electricity and Magnetism 1537--1559
Kristine Bakkemo Kostòl and
Maria Vetleseter Bòe and
Aud Ragnhild Skår Nature of Science in Norway's Recent
Curricula Reform . . . . . . . . . . . . 1561--1581
Kristina Fricke and
Bianca Reinisch Evaluation of Nature of Science
Representations in Biology School
Textbooks Based on a Differentiated
Family Resemblance Approach . . . . . . 1583--1611
Xiaoming Shi The Value of the Philosophy of Science
in Senior High School Science Education
from the Perspective of the Nature of
Science . . . . . . . . . . . . . . . . 1613--1636
Kason Ka Ching Cheung and
Sibel Erduran A Systematic Review of Research on
Family Resemblance Approach to Nature of
Science in Science Education . . . . . . 1637--1673
Sibel Erduran No Time to Waste: Revisiting \em Time
for Science Education . . . . . . . . . 1675--1676
Hannah Bapty Must Introductory Genetics Start with
Mendel? . . . . . . . . . . . . . . . . 1677--1708
Annelies Pieterman-Bos and
Marc H. W. van Mil Integration of Philosophy of Science in
Biomedical Data Science Education to
Foster Better Scientific Practice . . . 1709--1738
Cole Entress The Disappearance of Natural History,
Fieldwork, and Live Organism Study from
American Biology Teacher Education . . . 1739--1759
Carola Garrecht and
Berrit Czinczel and
Marek Kretschmann and
Michael J. Reiss `Should We Be Doing It, Should We Not Be
Doing It, Who Could Be Harmed?' . . . . 1761--1793
Anjan Chakravartty Scientific Knowledge vs. Knowledge of
Science . . . . . . . . . . . . . . . . 1795--1812
Stefan Mueller and
Christiane S. Reiners Pre-service Chemistry Teachers' Views
about the Tentative and Durable Nature
of Scientific Knowledge . . . . . . . . 1813--1845
Antonio García-Carmona Improving Preservice Primary Teachers'
Understanding of the Nature of Methods
of Science Through Reflective Reading of
News Articles . . . . . . . . . . . . . 1847--1867
Heesoo Ha and
Wonyong Park and
Jinwoong Song Preservice Elementary Teachers'
Socioscientific Reasoning During a
Decision--Making Activity in the Context
of COVID-19 . . . . . . . . . . . . . . 1869--1886
Rola Khishfe Improving Students' Conceptions of
Nature of Science: a Review of the
Literature . . . . . . . . . . . . . . . 1887--1931
Sibel Erduran \em HPS for All in Journal's Metrics . . 1--4
Bianor Valente and
Paulo Maurício and
Cláudia Faria The Influence of Real-Context Scientific
Activities on Preservice Elementary
Teachers' Thinking and Practice of
Nature of Science and Scientific Inquiry 5--27
Jean Bosco Bugingo and
Lakhan Lal Yadav and
Innocent Sebasaza Mugisha and
K. K. Mashood Improving Teachers' and Students' Views
on Nature of Science Through Active
Instructional Approaches: a Review of
the Literature . . . . . . . . . . . . . 29--71
Jen-Yi Wu and
Sibel Erduran Investigating Scientists' Views of the
Family Resemblance Approach to Nature of
Science in Science Education . . . . . . 73--102
John H. Bickford III Examining Biology Curricular Resources'
Scientific Depictions of Evolution,
Race, Sexuality, and Identity . . . . . 103--133
Zhimeng Jiang and
Bing Wei and
Sitong Chen and
Lihua Tan Examining the Formation of High School
Students' Science Identity . . . . . . . 135--157
Nikola Synak and
Nikola \vSabíková and
Radomír Masaryk Correlations Among High School Students'
Beliefs about Conspiracy,
Authoritarianism, and Scientific
Literacy . . . . . . . . . . . . . . . . 159--174
Marina Martins Analysis of High School Students'
Argumentative Dialogues in Different
Modelling Situations . . . . . . . . . . 175--212
Phil Seok Oh How a Student Uses Knowledge as a
Resource to Solve Scientific Problems: a
Case Study on Science Learning as
Rediscovery . . . . . . . . . . . . . . 213--247
Lingfei Wang and
Yueqi Yuan and
Guoyan Wang The Construction of Civil Scientific
Literacy in China from the Perspective
of Science Education . . . . . . . . . . 249--269
Elizabeth D. Whitaker and
Raffaella Baccolini Heroes and Helpmeets . . . . . . . . . . 271--296
Sibel Erduran List of Reviewers Contributing to Volume
32, 2023 . . . . . . . . . . . . . . . . 297--299
Jennifer C. Parrish and
Jacob Pleasants and
Joshua W. Reid and
Bridget K. Mulvey and
Erin E. Peters-Burton and
Abigail Recker Using Card Sort Epistemic Network
Analysis to Explore Preservice Teachers'
Ideas About the Nature of Engineering 301--326
Bo Chen and
Shaoli Chen and
Huinan Liu and
Xianhua Meng Examining the Changes in Representations
of Nature of Science in Chinese Senior
High School Chemistry Textbooks . . . . 327--346
Wen-Hsiung Wu and
Hao-Yun Kao and
Wen-Cheng Yan and
Yenchun Jim Wu and
Chun-Wang Wei The Impact of Integrating Tribal Culture
and Science Education Through
Information and Communication Technology 347--364
Elina Palmgren and
Tapio Rasa Modelling Roles of Mathematics in
Physics . . . . . . . . . . . . . . . . 365--382
Xiaodong Huang and
Chengche Qiao Enhancing Computational Thinking Skills
Through Artificial Intelligence
Education at a STEAM High School . . . . 383--403
Saeed Salimpour and
Michael T. Fitzgerald Astronomy and Culture . . . . . . . . . 405--426
Roseleena Anantanukulwong and
Surasak Chiangga and
Pongprapan Pongsophon and
Aik-Ling Tan Enhancing Students' Learning of the
Concept of Equilibrium Through a
Culturally Responsive Inquiry of the
Bulan Kite . . . . . . . . . . . . . . . 427--450
Cemal Tosun Analysis of the Last 40 Years of Science
Education Research via Bibliometric
Methods . . . . . . . . . . . . . . . . 451--480
J. William Cruz Castillo Evolution: from Nature to Classroom . . 481--482
Glenn Branch Making a Necessity of Virtue in Science
Education . . . . . . . . . . . . . . . 483--487
Olivia Levrini and
Mauricio Pietrocola and
Sibel Erduran Breaking Free from Laplace's Chains . . 489--494
Richard Brock and
Wonyong Park Distinguishing Nature of Science
Beliefs, Knowledge and Understandings 495--516
Anna Koumara History of Pressure Implemented in a
Nature of Science Professional
Development Program for Science Teachers 517--550
Mümin Atakan and
Behiye Akçay Representation of Changes about Nature
of Science in Turkish Middle School
Science Textbooks . . . . . . . . . . . 551--580
Suarman Halawa and
Ying-Shao Hsu and
Wen-Xin Zhang Inquiry Activity Design from Singaporean
and Indonesian Physics Textbooks . . . . 581--607
Michael R. Matthews Thomas Kuhn and Science Education . . . 609--678
Miri Barak and
Tamar Ginzburg and
Sibel Erduran Nature of Engineering . . . . . . . . . 679--697
Haina Wu and
Weijiang Gong and
Guangyu Yi Exploration of the Relationships Among
Epistemic Views of Physics, Conceptions
of Learning Physics, and Approaches to
Learning Physics for College Engineering
Students . . . . . . . . . . . . . . . . 699--715
Giacomo Zuccarini and
Massimiliano Malgieri Modeling and Representing Conceptual
Change in the Learning of Successive
Theories . . . . . . . . . . . . . . . . 717--761
Theerapong Binali and
Ching-Hwa Chang and
Yen-Jung Chang and
Hsin-Yi Chang High School and College Students'
Graph-Interpretation Competence in
Scientific and Daily Contexts of Data
Visualization . . . . . . . . . . . . . 763--785
Israel Rosalino and
Ana Cláudia Kasseboehmer Development and Validation of an
Epistemological Profile Questionnaire in
a Museum Environment~ . . . . . . . . . 787--809
Lynne Zummo Climate Change and the Social World:
Discourse Analysis of Students'
Intuitive Understandings . . . . . . . . 811--830
Brady Michael Jack and
Zuway-R. Hong and
Huann-shyang Lin and
Thomas J. Smith Ecological Stimuli Predicting High
School Students' Genuine Interest in
Socio-Scientific Issues . . . . . . . . 831--851
Elisa Izquierdo-Acebes and
Keith S. Taber Secondary Science Teachers'
Instructional Strategies for Promoting
the Construction of Scientific
Explanations . . . . . . . . . . . . . . 853--899
Vakkas Yalçìn Design-Oriented Thinking in STEM
education . . . . . . . . . . . . . . . 901--922
Kashif Raza and
Simon Li and
Catherine Chua A Conceptual Framework on Imaginative
Education-Based Engineering Curriculum 923--936
Shaohui Chi and
Zuhao Wang and
Li Qian Scientists in the Textbook . . . . . . . 937--962
Yilmaz Soysal Science Teachers' Challenging Questions
for Encouraging Students to Think and
Speak in Novel Ways . . . . . . . . . . 963--1003
Minchul Kim and
Sangwoo Ha Challenging Modeling for Ohm's Law
through Open-Ended In-depth Inquiry . . 1005--1032
Simon F. Kraus The Method of Observation in Science
Education: Characteristic Dimensions
from an Educational Perspective . . . . 1033--1068
Ying-Shao Hsu and
Kai-Yu Tang and
Tzu-Chiang Lin Trends and Hot Topics of STEM and STEM
Education: a Co-word Analysis of
Literature Published in 2011--2020 . . . 1069--1092
Olivia Levrini and
Sibel Erduran and
Mauricio Pietrocola Sustainability as Living Architecture 1093--1095
Georgios Ampatzidis and
Marida Ergazaki Using the History of the
Super-Organismic-Plant-Community Concept
To Help Students Understand the Nature
of Science . . . . . . . . . . . . . . . 1097--1116
Breno Arsioli Moura Picturing Benjamin Franklin's Kite
Experiment in the Nineteenth Century . . 1117--1143
Tapio Rasa and
Jari Lavonen and
Antti Laherto Agency and Transformative Potential of
Technology in Students' Images of the
Future . . . . . . . . . . . . . . . . . 1145--1169
Magdalena Kersting and
Tamer G. Amin and
Elias Euler and
Bor Gregorcic and
Jesper Haglund and
Liv Kondrup Hardahl and
Rolf Steier What Is the Role of the Body in Science
Education? A Conversation Between
Traditions . . . . . . . . . . . . . . . 1171--1210
Pablo Antonio Archila and
Silvia Restrepo and
Anne-Marie Truscott de Mejía and
Jorge Molina STEM and Non--STEM Misconceptions About
Evolution: Findings from 5 Years of Data 1211--1229
Nguyen Duc Dat and
Nguyen Van Bien and
Simon Kraus The Impact of the Curriculum on
Pre-service Physics Teachers' Nature of
Science Conceptions . . . . . . . . . . 1231--1256
Antuni Wiyarsi and
Muammer Çalik and
Erfan Priyambodo and
Dina Dina Indonesian Prospective Teachers'
Scientific Habits of Mind: A Cross-Grade
Study in the Context of Local and Global
Socio-scientific Issues . . . . . . . . 1257--1283
Mohamed Soudani Epistemological and Didactic Reflections
on Teacher Training in France . . . . . 1285--1308
Ya-Ching Fan Effectiveness of Inquiry-Based
Instructional Design for Developing the
Scientific Competency and
Interdisciplinary Knowledge of
Preservice Elementary Teachers . . . . . 1309--1335
Kostas Kampourakis The Historiography of Biology and Why It
Matters . . . . . . . . . . . . . . . . 1337--1339
Effie Efrida Muchlis and
Syafdi Maizora Curiosity Empowerment for Mathematics
Learning . . . . . . . . . . . . . . . . 1341--1345
Sibel Erduran From COVID-19 to Quartile 1: Editor's
Reflections and Farewell . . . . . . . . 1347--1351
Jacob Pleasants Rethinking the Nature of Engineering:
Attending to the Social Context of
Engineering . . . . . . . . . . . . . . 1353--1370
Allison Witucki and
Wendy Beane and
Brandy Pleasants and
Peng Dai and
David Wÿss Rudge An Explicit and Reflective Approach to
Teaching Nature of Science in a
Course-Based Undergraduate Research
Experience . . . . . . . . . . . . . . . 1371--1399
Danya Marie Serrano and
Travis Crone and
Patrick S. Williams Exploring the Role of Multiplist
Epistemic Beliefs on COVID-19
Conspiracies and Prevention Among
Undergraduates . . . . . . . . . . . . . 1401--1417
Bo Chen and
Yufeng Xu and
Huinan Liu and
Sihui Huang Comparing Practical Items in High--Stake
Exams in Different Science Subjects: in
View of the Diversity of Scientific
Methods . . . . . . . . . . . . . . . . 1419--1434
Shiyao Liu and
Chaonan Liu and
Ala Samarapungavan and
Stephanie M. Gardner and
Kari L. Clase and
Nancy J. Pelaez A Framework for Evidentiary Reasoning in
Biology: Insights from Laboratory
Courses Focused on Evolutionary
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Lijun Wei and
Bilin Gao and
Jingying Wang and
Chunming Jiang and
Xufan Zhang and
Xiaomei Ping Research on the Nature of Science in
China's Current High School Physics
Textbooks . . . . . . . . . . . . . . . 1467--1483
Oktay Kìzkapan and
O\uguzhan Nacaro\uglu and
Aslì Saylan Kìrmìzìgül Pre-service Science Teachers' Epistemic
Beliefs, Nature of Science Views, and
Beliefs in Pseudoscience . . . . . . . . 1485--1502
Ming Chi and
Changlong Zheng and
Peng He Reframing Chemical Thinking Through the
Lens of Disciplinary Essential Questions
and Perspectives for Teaching and
Learning Chemistry . . . . . . . . . . . 1503--1528
Duim Huh Politicizing `Learning by Doing': Shiono
Naomichi and the Cultivation of the
`Japanese Spirit' in Primary and
Secondary Science Education in Japan
from 1931--1958 . . . . . . . . . . . . 1529--1552
Yilmaz Soysal Exploring Middle School Science
Teachers' Error-Reaction Patterns by
Classroom Discourse Analysis . . . . . . 1553--1593
Ola Nordqvist and
Anders Jidesjö Upper Secondary School Science Teachers'
Values in Sweden: . . . . . . . . . . . 1595--1613
Georgios Ampatzidis A Mythical Exploration of Evolutions and
Existence . . . . . . . . . . . . . . . 1615--1621
Giuliano Reis ``L'Avenir'' and the Courage to Make the
Future What We Need . . . . . . . . . . 1623--1625