Cognitive and Affective Aspects in Science Education Research

Selected Papers from the ESERA 2015 Conference

  • Kaisa Hahl
  • Kalle Juuti
  • Jarkko Lampiselkä
  • Anna Uitto
  • Jari Lavonen

Part of the Contributions from Science Education Research book series (CFSE, volume 3)

Table of contents

  1. Front Matter
    Pages i-xxiii
  2. Kaisa Hahl, Kalle Juuti, Jarkko Lampiselkä, Anna Uitto, Jari Lavonen
    Pages 1-12
  3. Teacher Knowledge

  4. Student Engagement

    1. Front Matter
      Pages 101-101
    2. Kari Sormunen, Anu Hartikainen-Ahia, Ilpo Jäppinen
      Pages 103-116
  5. Student Learning and Assessment

    1. Front Matter
      Pages 155-155
    2. Lana Ivanjek, Maja Planinic, Martin Hopf, Ana Susac
      Pages 167-178
    3. Aurelio Cabello-Garrido, Enrique España-Ramos, Ángel Blanco-López
      Pages 179-189
    4. Jonathan Osborne, Magnus Oskarsson, Margareta Serder, Svein Sjøberg
      Pages 191-203
  6. Language in Science Classrooms

    1. Front Matter
      Pages 205-205

About this book

Introduction

This edited volume brings forth intriguing, novel and innovative research in the field of science education. The chapters in the book deal with a wide variety of topics and research approaches, conducted in various contexts and settings, all adding a strong contribution to knowledge on science teaching and learning. The book is comprised of selected high-quality studies that were presented at the 11th European Science Education Research Association (ESERA) Conference, held in Helsinki, Finland from 31 August to 4 September, 2015. The ESERA science education research community consists of professionals with diverse disciplinary backgrounds from natural sciences to social sciences. This diversity provides a rich understanding of cognitive and affective aspects of science teaching and learning in this volume. The studies in this book will invoke discussion and ignite further interest in finding new ways of doing and researching science education for the future and looking for international partners for both science education and science education research. The twenty-five chapters showcase current orientations of research in science education and are of interest to science teachers, teacher educators and science education researchers around the world with a commitment to evidence-based and forward-looking science teaching and learning.

Keywords

STEM education technology education environmental education affect cognition emotion science teaching science learning teacher professional development science classroom

Editors and affiliations

  • Kaisa Hahl
    • 1
  • Kalle Juuti
    • 2
  • Jarkko Lampiselkä
    • 3
  • Anna Uitto
    • 4
  • Jari Lavonen
    • 5
  1. 1.University of HelsinkiHelsinkiFinland
  2. 2.University of HelsinkiHelsinkiFinland
  3. 3.University of HelsinkiHelsinkiFinland
  4. 4.University of HelsinkiHelsinkiFinland
  5. 5.University of HelsinkiHelsinkiFinland

Bibliographic information

  • DOI https://doi.org/10.1007/978-3-319-58685-4
  • Copyright Information Springer International Publishing AG 2017
  • Publisher Name Springer, Cham
  • eBook Packages Education
  • Print ISBN 978-3-319-58684-7
  • Online ISBN 978-3-319-58685-4
  • Series Print ISSN 2213-3623
  • Series Online ISSN 2213-3631
  • About this book