Part 1: Overview of the book.- Overview of the book, Catherine Bruguière, Andrée Tiberghien, Pierre Clément.- Part 2: Socio-Scientific Issues.- The Need for a Public Understanding of Sciences, Isabelle Stengers.- Questions Socialement Vives and Socio-Scientific Issues: New Trends of Research to Meet the Training Needs of Post-Modern Society, Laurence Simonneaux.- Teachers' Beliefs, Classroom Practices and Professional Development towards Socio-Scientific Issues, Virginie Albe, Catherine Barrué, Larry Bencze, Anne Kristine Byhring, Lyn Carter, Marcus Grace, Erik Knain, Dankert Kolstø, Pedro Reis and Erin Sperling.- Which perspectives are referred in students' arguments about a Socio-scientific Issue? The case of Bears' reintroduction in the Pyrenees, Ana Ma Domènech and Conxita Márquez.- Learning about the role and function of science in public debate as an essential component of scientific literacy, Ingo Eilks, Jan A. Nielsen, Avi Hofstein.- Exploring Secondary Students' Arguments in the Context of Socio-scientific Issues, Dr. Fatih Çağlayan Mercan, Dr. Buket Yakmacı-Güzel, and Dr. Füsun Akarsu.- Teachers' Beliefs on Science-Technology-Society (STS) and Nature of Science (NOS): Strengths, Weaknesses, and Teaching Practice, Ángel Vázquez-Alonso; María-Antonia Manassero-Mas; Antonio García-Carmona and Antoni Bennàssar-Roig.- Part 3: Teachers' Practices and Teachers Professional Development.- Professional Learning of Science Teachers, Jan H. Van Driel.- Nanoeducation: Zooming into Teacher Professional Development Programs in Nanoscience and Technology, Ron Blonder, Ilka Parchmann, Sevil Akaygun, and Virginie Albe.- Education for Sustainable Development: An International Survey on Teachers' Conceptions, Pierre Clément and Silvia Caravita.- Learning to Teach Science as Inquiry: Developing an Evidence-based Framework for Effective Teacher Professional Development, Barbara A. Crawford, Daniel K. Capps, Jan van Driel, Norman Lederman, Judith Lederman, Julie Luft, Sissy Wong, Aik Ling Tan , Shirley Lim, John Loughran, Kathy Smith.- Weaving Relationships in a Teaching Sequence Using ICT: A Case Study in Optics at Lower Secondary School, Suzane El Hage, Christian Buty.- Inquiry based mathematics and science education across Europe: A synopsis of various approaches and their potentials, Katrin Engeln, Silke Mikelskis-Seifert, Manfred Euler.- Measuring Chemistry Teachers' Content Knowledge - Is it correlated to Pedagogical Content Knowledge? Oliver Tepner and Sabrina Dollny.- PART 4: The students - Multiple Perspectives.- Boys in Physics Lessons: Focus on Masculinity in an Analysis of Learning Opportunities, Josimeire M. Julio, Arnaldo M. Vaz.- Which Effective Competencies Do Students Use in PISA Assessment of Scientific Literacy? Florence Le Hebel, Pascale Montpied, Andrée Tiberghien.- Development of Understanding in Chemistry, Hannah Sevian, Vicente Talanquer, Astrid M. W. Bulte, Angelica Stacy, Jennifer Claesgens.- Learning Affordances: Understanding Visitors' Learning in Science Museum Environment, Hyeonjeong Shin, Eun Ji Park, Chan-Jong Kim.- Modelling and Assessing Experimental Competencies in Physics, Heike Theyßen, Horst Schecker, Christoph Gut, Martin Hopf, Jochen Kuhn, Peter Labudde, Andreas Müller, Nico Schreiber, Patrik Vogt.- Understanding Students' Conceptions of Electromagnetic Induction: A Semiotic Analysis, Jennifer Yeo.- Part 5 Relationships between Teaching and Learning.- Analysing Classroom Activities: Theoretical and Methodological Considerations, Gregory J. Kelly.- The Impact of a Context-led Curriculum on Different Students' Experiences of School Science, Indira Banner & Jim Ryder.- Students' Experienced Coherence between Chemistry and Biology in Context-Based Secondary Science Education, Hilde J. Boer, Gjalt T. Prins, Martin J. Goedhart and Kerst Th. Boersma.- The Relationship between Teaching and Learning of Chemical Bonding and Structures, Ray Lee,
