1 Introduction -- Section A: Re-searching Science Curriculum and Teaching -- 2 Conceptualizing multiplicities of scientific literacy from five theoretical perspectives -- 3 Representations of nature of science in new Korean science textbooks: The case of 'scientific inquiry and experimentation' -- 4 Pedagogical and content expertise in team-based learning: Re-aligning two teaching perspectives in an undergraduate medical school -- 5 A classics reading approach to nurture epistemic insight in a multidisciplinary and higher education context -- 6 Opportunistic science teaching and learning "outside" the classroom -- Section B: Re-searching Science Learners and Learning -- 7 Scientific argumentation as an epistemic practice: Secondary students' critique of science research posters -- 8 Effects of concept mapping technique on Nigerian junior secondary school students' cognitive development and achievement in basic science and technology (integrated science) -- 9 Embedding multiple modes of representations in open-ended tests on learning transition elements -- 10 Trustworthiness challenge in children's environmental problem solving in the digital era -- 11 Assessing conceptual understanding in primary science through students' multimodal representations in science notebooks -- 12 An analysis of power play in the subculture of lower track science classrooms -- 13 Facilitating the use of research in practice: Teaching students to plan experiments -- 14 Working memory capacity and teaching and learning of stoichiometry -- Section C: Re-searching Science Teachers and Teacher Education -- 15 Pre-service science teachers' reflections on the field experience: Does context matter? -- 16 Teachers' view on replacing traditional chemistry experiments with green chemistry (GC) experiments -- 17 Preliminary results on the value of investing in training for practicing Chilean life science teachers -- 18 Teaching integration of 5E instructional model and flower components -- 19 Crafting literature-based task: Our journey on viva voca and thought processes -- 20 Learning trajectory of a science undergraduate working as an intern in a research laboratory: A science practice lens -- 21 The role of empowerment evaluation in the professional development of science teachers in the enactment of an inquiry-based pedagogy.

This book reflects on science education in the first 20 years of the 21st century in order to promote academic dialogue on science education from various standpoints, and highlights emergent new issues, such as education in science education research. It also defines new research agendas that should be “moved forward” and inform new trajectories through the rest of the century. Featuring 21 thematically grouped chapters, it includes award-winning papers and other significant papers that address the theme of the 2018 International Science Education Conference.