Insights from Research in Science Teaching and Learning

Selected Papers from the ESERA 2013 Conference

  • Nicos Papadouris
  • Angela Hadjigeorgiou
  • Constantinos P. Constantinou

Part of the Contributions from Science Education Research book series (CFSE, volume 2)

Table of contents

  1. Front Matter
    Pages i-ix
  2. Overview of the Book

    1. Front Matter
      Pages 1-1
    2. Angela Hadjigeorgiou, Nicos Papadouris, Constantinos P. Constantinou
      Pages 3-8
  3. Science Teaching Processes

    1. Front Matter
      Pages 9-9
    2. Andrée Tiberghien
      Pages 11-27
    3. Berit Bungum, Bjørn-Tore Esjeholm, Dag Atle Lysne
      Pages 45-58
    4. M. Gail Jones, Gina Childers, Brandon Emig, Joel Chevrier, Vanessa Stevens, Hong Tan
      Pages 73-86
  4. Conceptual Understanding

    1. Front Matter
      Pages 87-87
    2. Jenaro Guisasola, Marcus Hartlapp, Ryan Hazelton, Paula Heron, Ian Lawrence, Marisa Michelini et al.
      Pages 89-105
  5. Reasoning Strategies in Science Learning

  6. Early Years Science Education

    1. Front Matter
      Pages 185-185
  7. Affective and Social Aspects of Science Teaching/Learning

  8. Back Matter
    Pages 307-313

About this book


This book includes studies that represent the state of the art in science education research and convey a sense of the variation in educational traditions around the world. The papers are organized into six main sections: science teaching processes, conceptual understanding, reasoning strategies, early years science education, and affective and social aspects of science teaching and learning. The volume features 18 papers, selected from the most outstanding papers presented during the 10th European Science Education Research Association (ESERA) Conference, held in Nicosia, Cyprus, in September 2013. The theme of the conference was “Science Education Research for Evidence-based Teaching and Coherence in Learning”. The studies presented underline aspects of great relevance in contemporary science education: the need to reflect on different approaches to enhance our knowledge of learning processes and the role of context, designed or circumstantial, formal or non-formal, in learning and instruction. These studies are innovative in the issues they explore, the methods they use, or the ways in which emergent knowledge in the field is represented. The book is of interest to science educators and science education researchers with a commitment to evidence informed teaching and learning.


Conceptual understanding Early years science education Inquiry learning PCK Pedagogical content knowledge STEM Science classroom Science education Science teachers Scientific argumentation Scientific literacy Scientific reasoning Social aspects of science teaching Teaching processes

Editors and affiliations

  • Nicos Papadouris
    • 1
  • Angela Hadjigeorgiou
    • 2
  • Constantinos P. Constantinou
    • 3
  1. 1.Department of Educational Sciences, Learning in Science GroupUniversity of CyprusNicosiaCyprus
  2. 2.Department of Educational Sciences, Learning in Science GroupUniversity of CyprusNicosiaCyprus
  3. 3.Department of Educational Sciences, Learning in Science GroupUniversity of Cyprus Learning in Science GroupNicosiaCyprus

Bibliographic information

  • DOI
  • Copyright Information Springer International Publishing Switzerland 2016
  • Publisher Name Springer, Cham
  • eBook Packages Education
  • Print ISBN 978-3-319-20073-6
  • Online ISBN 978-3-319-20074-3
  • Series Print ISSN 2213-3623
  • Series Online ISSN 2213-3631
  • Buy this book on publisher's site