Table of contents for issues of Science & Education (Springer)

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Volume 1, Number 1, March, 1992
Volume 1, Number 2, June, 1992
Volume 1, Number 3, September, 1992
Volume 1, Number 4, December, 1992
Volume 2, Number 1, March, 1993
Volume 2, Number 2, June, 1993
Volume 2, Number 3, September, 1993
Volume 2, Number 4, December, 1993
Volume 3, Number 1, January, 1994
Volume 3, Number 2, April, 1994
Volume 3, Number 3, July, 1994
Volume 3, Number 4, October, 1994
Volume 4, Number 1, January, 1995
Volume 4, Number 2, April, 1995
Volume 4, Number 3, July, 1995
Volume 4, Number 4, October, 1995
Volume 5, Number 1, January, 1996
Volume 5, Number 2, April, 1996
Volume 5, Number 3, July, 1996
Volume 5, Number 4, October, 1996
Volume 6, Number 1--2, January, 1997
Volume 6, Number 3, May, 1997
Volume 6, Number 4, July, 1997
Volume 6, Number 5, May, 1997
Volume 6, Number 6, November, 1997
Volume 7, Number 1, January, 1998
Volume 7, Number 2, March, 1998
Volume 7, Number 3, May, 1998
Volume 7, Number 4, July, 1998
Volume 7, Number 5, September, 1998
Volume 7, Number 6, November, 1998
Volume 8, Number 1, January, 1999
Volume 8, Number 2, March, 1999
Volume 8, Number 3, May, 1999
Volume 8, Number 4, July, 1999
Volume 8, Number 5, September, 1999
Volume 8, Number 6, November, 1999
Volume 9, Number 1--2, January, 2000
Volume 9, Number 3, May, 2000
Volume 9, Number 4, July, 2000
Volume 9, Number 5, September, 2000
Volume 9, Number 6, November, 2000
Volume 10, Number 1--2, January, 2001
Volume 10, Number 3, May, 2001
Volume 10, Number 4, July, 2001
Volume 10, Number 5, September, 2001
Volume 10, Number 6, November, 2001
Volume 11, Number 1, January, 2002
Volume 11, Number 2, March, 2002
Volume 11, Number 3, May, 2002
Volume 11, Number 4, July, 2002
Volume 11, Number 5, September, 2002
Volume 11, Number 6, November, 2002
Volume 12, Number 1, January, 2003
Volume 12, Number 2, February, 2003
Volume 12, Number 3, April, 2003
Volume 12, Number 4, May, 2003
Volume 12, Number 5--6, August, 2003
Volume 12, Number 7, October, 2003
Volume 12, Number 8, November, 2003
Volume 13, Number 1--2, February, 2004
Volume 13, Number 3, April, 2004
Volume 13, Number 4--5, July, 2004
Volume 13, Number 6, August, 2004
Volume 13, Number 7--8, November, 2004
Volume 14, Number 1, January, 2005
Volume 14, Number 2, February, 2005
Volume 14, Number 3--5, July, 2005
Volume 14, Number 6, August, 2005
Volume 14, Number 7--8, November, 2005
Volume 15, Number 1, February, 2006
Volume 15, Number 2--4, March, 2006
Volume 15, Number 5, February, 2006
Volume 15, Number 6, August, 2006
Volume 15, Number 7--8, November, 2006
Volume 16, Number 1, January, 2007
Volume 16, Number 2, February, 2007
Volume 16, Number 3--5, March, 2007
Volume 16, Number 6, June, 2007
Volume 16, Number 9--10, October, 2007
Volume 17, Number 2--3, February, 2008
Volume 17, Number 4, April, 2008
Volume 17, Number 5, May, 2008
Volume 17, Number 7, August, 2008
Volume 17, Number 8--9, September, 2008
Volume 17, Number 10, November, 2008
Volume 18, Number 1, January, 2009
Volume 18, Number 2, February, 2009
Volume 18, Number 3--4, April, 2009
Volume 18, Number 5, May, 2009
Volume 18, Number 6--7, June, 2009
Volume 18, Number 10, October, 2009
Volume 19, Number 2, February, 2010
Volume 19, Number 3, March, 2010
Volume 19, Number 4--5, May, 2010
Volume 19, Number 6--8, June, 2010
Volume 19, Number 9, September, 2010
Volume 19, Number 10, October, 2010
Volume 20, Number 1, January, 2011
Volume 20, Number 2, February, 2011
Volume 20, Number 3--4, March, 2011
Volume 20, Number 5--6, May, 2011
Volume 20, Number 7--8, July, 2011
Volume 20, Number 9, September, 2011
Volume 20, Number 10, October, 2011
Volume 21, Number 1, January, 2012
Volume 21, Number 2, February, 2012
Volume 21, Number 3, March, 2012
Volume 21, Number 4, April, 2012
Volume 21, Number 5, May, 2012
Volume 21, Number 6, June, 2012
Volume 21, Number 7, July, 2012
Volume 21, Number 8, August, 2012
Volume 21, Number 9, September, 2012
Volume 21, Number 10, October, 2012
Volume 22, Number 1, January, 2013
Volume 22, Number 2, February, 2013
Volume 22, Number 3, March, 2013
Volume 22, Number 4, April, 2013
Volume 22, Number 5, May, 2013
Volume 22, Number 6, June, 2013
Volume 22, Number 7, July, 2013
Volume 22, Number 8, August, 2013
Volume 22, Number 9, September, 2013
Volume 22, Number 10, October, 2013
Volume 23, Number 1, January, 2014
Volume 23, Number 2, February, 2014
Volume 23, Number 3, March, 2014
Volume 23, Number 4, April, 2014
Volume 23, Number 5, May, 2014
Volume 23, Number 6, June, 2014
Volume 23, Number 7, July, 2014
Volume 23, Number 8, August, 2014
Volume 23, Number 9, September, 2014
Volume 23, Number 10, October, 2014
Volume 24, Number 1--2, January, 2015
Volume 24, Number 3, April, 2015
Volume 24, Number 4, May, 2015
Volume 24, Number 5--6, July, 2015
Volume 24, Number 7--8, October, 2015
Volume 24, Number 9--10, November, 2015
Volume 25, Number 1--2, March, 2016
Volume 25, Number 3--4, May, 2016
Volume 25, Number 5--6, August, 2016
Volume 25, Number 7--8, October, 2016
Volume 25, Number 9--10, December, 2016
Volume 26, Number 1--2, March, 2017
Volume 26, Number 3--4, May, 2017
Volume 26, Number 5, July, 2017
Volume 26, Number 6, August, 2017
Volume 26, Number 7--9, November, 2017
Volume 26, Number 10, December, 2017
Volume 27, Number 1--2, March, 2018
Volume 27, Number 3--4, May, 2018
Volume 27, Number 5--6, August, 2018
Volume 27, Number 7--8, October, 2018
Volume 27, Number 9--10, December, 2018
Volume 28, Number 1--2, March, 2019
Volume 28, Number 3--5, July, 2019
Volume 28, Number 6--7, September, 2019
Volume 28, Number 8, October, 2019
Volume 28, Number 9--10, December, 2019
Volume 29, Number 1, February, 2020
Volume 29, Number 2, April, 2020
Volume 29, Number 3, June, 2020
Volume 29, Number 4, August, 2020
Volume 29, Number 5, October, 2020
Volume 29, Number 6, December, 2020
Volume 30, Number 1, February, 2021
Volume 30, Number 2, April, 2021
Volume 30, Number 3, June, 2021
Volume 30, Number 4, August, 2021
Volume 30, Number 5, October, 2021
Volume 30, Number 6, December, 2021
Volume 31, Number 1, February, 2022
Volume 31, Number 2, April, 2022
Volume 31, Number 3, June, 2022
Volume 31, Number 4, August, 2022
Volume 31, Number 5, October, 2022
Volume 31, Number 6, December, 2022
Volume 32, Number 1, February, 2023
Volume 32, Number 2, April, 2023
Volume 32, Number 3, June, 2023
Volume 32, Number 4, August, 2023
Volume 32, Number 5, October, 2023
Volume 32, Number 6, December, 2023


Science & Education (Springer)
Volume 1, Number 1, March, 1992

            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

Science & Education (Springer)
Volume 1, Number 2, June, 1992

                   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

Science & Education (Springer)
Volume 1, Number 3, September, 1992

                 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

Science & Education (Springer)
Volume 1, Number 4, December, 1992

            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


Science & Education (Springer)
Volume 2, Number 1, March, 1993

                    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

Science & Education (Springer)
Volume 2, Number 2, June, 1993

                   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

Science & Education (Springer)
Volume 2, Number 3, September, 1993

               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

Science & Education (Springer)
Volume 2, Number 4, December, 1993

                    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


Science & Education (Springer)
Volume 3, Number 1, January, 1994

                 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

Science & Education (Springer)
Volume 3, Number 2, April, 1994

                    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

Science & Education (Springer)
Volume 3, Number 3, July, 1994

             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

Science & Education (Springer)
Volume 3, Number 4, October, 1994

            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


Science & Education (Springer)
Volume 4, Number 1, January, 1995

                 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

Science & Education (Springer)
Volume 4, Number 2, April, 1995

               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

Science & Education (Springer)
Volume 4, Number 3, July, 1995

            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

Science & Education (Springer)
Volume 4, Number 4, October, 1995

            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


Science & Education (Springer)
Volume 5, Number 1, January, 1996

                   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

Science & Education (Springer)
Volume 5, Number 2, April, 1996

                      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

Science & Education (Springer)
Volume 5, Number 3, July, 1996

        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

Science & Education (Springer)
Volume 5, Number 4, October, 1996

            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


Science & Education (Springer)
Volume 6, Number 1--2, January, 1997

            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

Science & Education (Springer)
Volume 6, Number 3, May, 1997

               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

Science & Education (Springer)
Volume 6, Number 4, July, 1997

               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

Science & Education (Springer)
Volume 6, Number 5, May, 1997

                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

Science & Education (Springer)
Volume 6, Number 6, November, 1997

                      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


Science & Education (Springer)
Volume 7, Number 1, January, 1998

                 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

Science & Education (Springer)
Volume 7, Number 2, March, 1998

                        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

Science & Education (Springer)
Volume 7, Number 3, May, 1998

        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

Science & Education (Springer)
Volume 7, Number 4, July, 1998

              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

Science & Education (Springer)
Volume 7, Number 5, September, 1998

                        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

Science & Education (Springer)
Volume 7, Number 6, November, 1998

         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


Science & Education (Springer)
Volume 8, Number 1, January, 1999

                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

Science & Education (Springer)
Volume 8, Number 2, March, 1999

            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

Science & Education (Springer)
Volume 8, Number 3, May, 1999

               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

Science & Education (Springer)
Volume 8, Number 4, July, 1999

                      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

Science & Education (Springer)
Volume 8, Number 5, September, 1999

                      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

Science & Education (Springer)
Volume 8, Number 6, November, 1999

                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


Science & Education (Springer)
Volume 9, Number 1--2, January, 2000

                      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

Science & Education (Springer)
Volume 9, Number 3, May, 2000

              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

Science & Education (Springer)
Volume 9, Number 4, July, 2000

                 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

Science & Education (Springer)
Volume 9, Number 5, September, 2000

                 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

Science & Education (Springer)
Volume 9, Number 6, November, 2000

            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


Science & Education (Springer)
Volume 10, Number 1--2, January, 2001

               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

Science & Education (Springer)
Volume 10, Number 3, May, 2001

            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

Science & Education (Springer)
Volume 10, Number 4, July, 2001

                 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

Science & Education (Springer)
Volume 10, Number 5, September, 2001

                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

Science & Education (Springer)
Volume 10, Number 6, November, 2001

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


Science & Education (Springer)
Volume 11, Number 1, January, 2002

                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

Science & Education (Springer)
Volume 11, Number 2, March, 2002

              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

Science & Education (Springer)
Volume 11, Number 3, May, 2002

             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

Science & Education (Springer)
Volume 11, Number 4, July, 2002

                 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

Science & Education (Springer)
Volume 11, Number 5, September, 2002

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

Science & Education (Springer)
Volume 11, Number 6, November, 2002

                   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


Science & Education (Springer)
Volume 12, Number 1, January, 2003

                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

Science & Education (Springer)
Volume 12, Number 2, February, 2003

                    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

Science & Education (Springer)
Volume 12, Number 3, April, 2003

            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

Science & Education (Springer)
Volume 12, Number 4, May, 2003

           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

Science & Education (Springer)
Volume 12, Number 5--6, August, 2003

            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

Science & Education (Springer)
Volume 12, Number 7, October, 2003

                  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

Science & Education (Springer)
Volume 12, Number 8, November, 2003

           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


Science & Education (Springer)
Volume 13, Number 1--2, February, 2004

            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

Science & Education (Springer)
Volume 13, Number 3, April, 2004

                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

Science & Education (Springer)
Volume 13, Number 4--5, July, 2004

        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

Science & Education (Springer)
Volume 13, Number 6, August, 2004

             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

Science & Education (Springer)
Volume 13, Number 7--8, November, 2004

        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


Science & Education (Springer)
Volume 14, Number 1, January, 2005

                   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

Science & Education (Springer)
Volume 14, Number 2, February, 2005

           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

Science & Education (Springer)
Volume 14, Number 3--5, July, 2005

                   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

Science & Education (Springer)
Volume 14, Number 6, August, 2005

                    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

Science & Education (Springer)
Volume 14, Number 7--8, November, 2005

  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


Science & Education (Springer)
Volume 15, Number 1, February, 2006

              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

Science & Education (Springer)
Volume 15, Number 2--4, March, 2006

             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

Science & Education (Springer)
Volume 15, Number 5, February, 2006

           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

Science & Education (Springer)
Volume 15, Number 6, August, 2006

        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

Science & Education (Springer)
Volume 15, Number 7--8, November, 2006

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


Science & Education (Springer)
Volume 16, Number 1, January, 2007

              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

Science & Education (Springer)
Volume 16, Number 2, February, 2007

                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

Science & Education (Springer)
Volume 16, Number 3--5, March, 2007

                  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

Science & Education (Springer)
Volume 16, Number 6, June, 2007

      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

Science & Education (Springer)
Volume 16, Number 9--10, October, 2007

                   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


Science & Education (Springer)
Volume 17, Number 2--3, February, 2008

          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

Science & Education (Springer)
Volume 17, Number 4, April, 2008

    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

Science & Education (Springer)
Volume 17, Number 5, May, 2008

                 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

Science & Education (Springer)
Volume 17, Number 7, August, 2008

                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

Science & Education (Springer)
Volume 17, Number 8--9, September, 2008

            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

Science & Education (Springer)
Volume 17, Number 10, November, 2008

           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


Science & Education (Springer)
Volume 18, Number 1, January, 2009

                    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

Science & Education (Springer)
Volume 18, Number 2, February, 2009

                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

Science & Education (Springer)
Volume 18, Number 3--4, April, 2009

          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

Science & Education (Springer)
Volume 18, Number 5, May, 2009

              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

Science & Education (Springer)
Volume 18, Number 6--7, June, 2009

            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

Science & Education (Springer)
Volume 18, Number 10, October, 2009

            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


Science & Education (Springer)
Volume 19, Number 2, February, 2010

         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

Science & Education (Springer)
Volume 19, Number 3, March, 2010

                     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

Science & Education (Springer)
Volume 19, Number 4--5, May, 2010

             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

Science & Education (Springer)
Volume 19, Number 6--8, June, 2010

                  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

Science & Education (Springer)
Volume 19, Number 9, September, 2010

               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

Science & Education (Springer)
Volume 19, Number 10, October, 2010

                 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


Science & Education (Springer)
Volume 20, Number 1, January, 2011

        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

Science & Education (Springer)
Volume 20, Number 2, February, 2011

      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

Science & Education (Springer)
Volume 20, Number 3--4, March, 2011

                   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

Science & Education (Springer)
Volume 20, Number 5--6, May, 2011

                   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

Science & Education (Springer)
Volume 20, Number 7--8, July, 2011

            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

Science & Education (Springer)
Volume 20, Number 9, September, 2011

       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

Science & Education (Springer)
Volume 20, Number 10, October, 2011

     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


Science & Education (Springer)
Volume 21, Number 1, January, 2012

                 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

Science & Education (Springer)
Volume 21, Number 2, February, 2012

              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

Science & Education (Springer)
Volume 21, Number 3, March, 2012

              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

Science & Education (Springer)
Volume 21, Number 4, April, 2012

                   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

Science & Education (Springer)
Volume 21, Number 5, May, 2012

    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

Science & Education (Springer)
Volume 21, Number 6, June, 2012

             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

Science & Education (Springer)
Volume 21, Number 7, July, 2012

                  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

Science & Education (Springer)
Volume 21, Number 8, August, 2012

                    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

Science & Education (Springer)
Volume 21, Number 9, September, 2012

          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

Science & Education (Springer)
Volume 21, Number 10, October, 2012

            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


Science & Education (Springer)
Volume 22, Number 1, January, 2013

             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

Science & Education (Springer)
Volume 22, Number 2, February, 2013

             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

Science & Education (Springer)
Volume 22, Number 3, March, 2013

                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

Science & Education (Springer)
Volume 22, Number 4, April, 2013

                    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

Science & Education (Springer)
Volume 22, Number 5, May, 2013

         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

Science & Education (Springer)
Volume 22, Number 6, June, 2013

                 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

Science & Education (Springer)
Volume 22, Number 7, July, 2013

                  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

Science & Education (Springer)
Volume 22, Number 8, August, 2013

             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

Science & Education (Springer)
Volume 22, Number 9, September, 2013

              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

Science & Education (Springer)
Volume 22, Number 10, October, 2013

               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


Science & Education (Springer)
Volume 23, Number 1, January, 2014

             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

Science & Education (Springer)
Volume 23, Number 2, February, 2014

         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

Science & Education (Springer)
Volume 23, Number 3, March, 2014

         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

Science & Education (Springer)
Volume 23, Number 4, April, 2014

       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

Science & Education (Springer)
Volume 23, Number 5, May, 2014

               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

Science & Education (Springer)
Volume 23, Number 6, June, 2014

               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

Science & Education (Springer)
Volume 23, Number 7, July, 2014

                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

Science & Education (Springer)
Volume 23, Number 8, August, 2014

                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

Science & Education (Springer)
Volume 23, Number 9, September, 2014

             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

Science & Education (Springer)
Volume 23, Number 10, October, 2014

       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


Science & Education (Springer)
Volume 24, Number 1--2, January, 2015

           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

Science & Education (Springer)
Volume 24, Number 3, April, 2015

        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

Science & Education (Springer)
Volume 24, Number 4, May, 2015

              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

Science & Education (Springer)
Volume 24, Number 5--6, July, 2015

                  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

Science & Education (Springer)
Volume 24, Number 7--8, October, 2015

             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

Science & Education (Springer)
Volume 24, Number 9--10, November, 2015

         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


Science & Education (Springer)
Volume 25, Number 1--2, March, 2016

             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

Science & Education (Springer)
Volume 25, Number 3--4, May, 2016

             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

Science & Education (Springer)
Volume 25, Number 5--6, August, 2016

             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

Science & Education (Springer)
Volume 25, Number 7--8, October, 2016

                  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

Science & Education (Springer)
Volume 25, Number 9--10, December, 2016

             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


Science & Education (Springer)
Volume 26, Number 1--2, March, 2017

             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

Science & Education (Springer)
Volume 26, Number 3--4, May, 2017

             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

Science & Education (Springer)
Volume 26, Number 5, July, 2017

                 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

Science & Education (Springer)
Volume 26, Number 6, August, 2017

             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

Science & Education (Springer)
Volume 26, Number 7--9, November, 2017

             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

Science & Education (Springer)
Volume 26, Number 10, December, 2017

             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


Science & Education (Springer)
Volume 27, Number 1--2, March, 2018

              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

Science & Education (Springer)
Volume 27, Number 3--4, May, 2018

               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

Science & Education (Springer)
Volume 27, Number 5--6, August, 2018

             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

Science & Education (Springer)
Volume 27, Number 7--8, October, 2018

             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

Science & Education (Springer)
Volume 27, Number 9--10, December, 2018

             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


Science & Education (Springer)
Volume 28, Number 1--2, March, 2019

             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

Science & Education (Springer)
Volume 28, Number 3--5, July, 2019

         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

Science & Education (Springer)
Volume 28, Number 6--7, September, 2019

             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

Science & Education (Springer)
Volume 28, Number 8, October, 2019

          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

Science & Education (Springer)
Volume 28, Number 9--10, December, 2019

             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


Science & Education (Springer)
Volume 29, Number 1, February, 2020

                  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

Science & Education (Springer)
Volume 29, Number 2, April, 2020

                  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

Science & Education (Springer)
Volume 29, Number 3, June, 2020

                  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

Science & Education (Springer)
Volume 29, Number 4, August, 2020

                  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

Science & Education (Springer)
Volume 29, Number 5, October, 2020

               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

Science & Education (Springer)
Volume 29, Number 6, December, 2020

              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


Science & Education (Springer)
Volume 30, Number 1, February, 2021

             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

Science & Education (Springer)
Volume 30, Number 2, April, 2021

                  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

Science & Education (Springer)
Volume 30, Number 3, June, 2021

                  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

Science & Education (Springer)
Volume 30, Number 4, August, 2021

                  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

Science & Education (Springer)
Volume 30, Number 5, October, 2021

                   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

Science & Education (Springer)
Volume 30, Number 6, December, 2021

            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


Science & Education (Springer)
Volume 31, Number 1, February, 2022

       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

Science & Education (Springer)
Volume 31, Number 2, April, 2022

         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

Science & Education (Springer)
Volume 31, Number 3, June, 2022

                  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

Science & Education (Springer)
Volume 31, Number 4, August, 2022

      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

Science & Education (Springer)
Volume 31, Number 5, October, 2022

                  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

Science & Education (Springer)
Volume 31, Number 6, December, 2022

                  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


Science & Education (Springer)
Volume 32, Number 1, February, 2023

                  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

Science & Education (Springer)
Volume 32, Number 2, April, 2023

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

Science & Education (Springer)
Volume 32, Number 3, June, 2023

            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

Science & Education (Springer)
Volume 32, Number 4, August, 2023

                  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

Science & Education (Springer)
Volume 32, Number 5, October, 2023

                     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

Science & Education (Springer)
Volume 32, Number 6, December, 2023

                  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