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This volume includes articles based on papers presented at the
Second International Conference of the European Science Education
Research Association (E.S.E.R.A.) held in Kiel, August 31 to
September 4, 1999. About 300 colleagues, virtually from around the
world - with a particular European focus - participated. Some 200
papers were presented. Three pages synopses of these papers were
published in Proceedings of the conference (edited by Michael
Komorek, Helga Behrendt, Helmut Dahncke, Reinders Duit, Wolfgang
Graber and Angela Kross). They are available from the IPN homepage:
http: //www.ipn.uni-kiel.de. The participants were asked to submit
contributions to the present volume. It contains the invited
plenary lectures and a selection of the submitted contributions
based on reviews by an international board and the editors. The
volume mirrors main lines of research in science education in
Europe and around the world. The invited lectures provide overviews
of the growth of science education research from the past to the
present, including views of future developments. Major emphasis of
empirical research still seems to be students' conceptions and
conceptual change. About half of the contributions fall into that
category. In addition, most of the remaining contributions deal
with various cognitive issues of teaching and learning science. It
was surprising for us that the number of studies on affective
issues and gender differences was much smaller than expected."
This truly international volume includes a selection of
contributions to the Second Conference of the European Science
Education Research Association (Kiel, Sept. 1999). It provides a
state-of-the-art examination of science education research in
Europe, discusses views and visions of science education research,
deals with research on scientific literacy, on students' and
teachers' conceptions, on conceptual change, and on instructional
media and lab work.
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