ABSTRACT. The Platypus is a paradoxical animal not only for science historians but also for biology education researchers (Perru, Charles, Bruguière, 2017). We explore in this communication the opened outlook of the Platypus in the teaching of the animal classification. Because of its similarities with Mammals and Birds, the Platypus constitute an obstacle and a help to question the groups of Mammals and Birds: it’s essential because even these two groups are the best known of children aged 8-11, their scientific characteristics are not necessarily known by them (Patrick and al., 2013). We propose to examine primary school pupils learnings (Age 10-12) about scientific characteristics of Mammals and Birds. The analysed situation was implemented in one class and used in context a storybook featuring a character-Platypus. We gathered 17 individual pupils’ stories and analysed criteria used by pupils to characterize Mammals and Birds. Few pupils (5) attribute functional characteristics to mammals or birds, evoking a way of life without link with organs. These pupils associate the air and the flight to Birds and the walk to Mammals.,The rest of pupils (12) are able to mention anatomical characteristics that they put in opposite pairs between Mammals and Birds (for example: legs / fins, fur or hairs / feathers, teeth / beak) Thus, the Platypus helps pupils to express more anatomical than functional characteristics and the use in context of a youth storybok contributes to a relevant questioning of the characteristics of the groups of Mammals and Birds.

ABSTRACT. This work presents and discusses part of the data obtained in an interventionist study carried out in Brazilian primary school, which the aim was to explore the effects of a dialogic approach to teaching-learning. Here, it is analysed the group work talk from six tasks with different foci on the scientific content. Despite not having found any relevant effect between the scientific and non-scientific tasks, some aspects of the task design might play a role in promoting extend discussions.

ABSTRACT. Biodiversity conservation is a critical global concept for maintaining a sustainable environment. However, in Japan, this concept has not spread to the public (Cabinet Office Japan, 2014). The author has developed an educational programme for university students to encourage the 'My Action Declaration' to promote understanding of biodiversity conservation. This study evaluates its effectiveness with the following research questions. 1) Has the students' understanding of biodiversity conservation improved? 2) How do the students evaluate the programme? The programme was provided to undergraduate students who had taken an environmental sociology course using a photo submission SNS (Social Networking Service) application. Afterwards, a questionnaire about biodiversity conservation, which included two types of multiple choice questions, and an evaluation of the activity were conducted. As a result, in total 313 photographs were submitted to the SNS with the comments justifying their understanding of biodiversity conservation. Two research questions and answers by the study are as follows. 1) Has the students' understanding of biodiversity conservation improved? Yes. Most participants reported a better understanding of biodiversity. They also found that their ways of thinking had changed and they were more conscious in their behaviour towards biodiversity conservation. 2) How do the students evaluate the programme? Almost all students had favorable impressions of the programme. They were highly motivated to continue their effort and wanted to recommend biodiversity conservation to others. Additionally, an important point was the ease of action, we discovered which action could be done without worrying about time and place.

The programme implies photo sharing by SNS is an effective tool to provide biodiversity conservation understanding for the young people. I would like to continue developing effective tools for understanding future environment.

ABSTRACT. The present work aimed to evaluate the contribution of Toxic and Medicinal Plants theme in the botanical knowledge learning through the methodology of the Three Pedagogical Moments in 2 public schools in the city of Uruguaiana, Brazil. Data were collected through an initial and final questionnaire (before and after the intervention). We found that the teaching of botany was favored by the proposed pedagogical strategy, since there was evolution in the scientific knowledge regarding vegetables.

ABSTRACT. Atomic Orbital (AO) is one of the most important concepts in secondary chemistry. Thus, Particular attention should be paid to teach its simplest forms, i.e. Hydrogen-like AO(HAO)s. However, since orbitals are associated with quantum concepts, it is difficult to teach those and students tend to have misconceptions about them. In this educational context, visualizing orbitals in a variety of ways is necessary, and a computer simulation can be one of the good alternatives to the symbolic representations. Classically there was a research that attempted to represent electron clouds by probabilistically drawing dots with a program called ATORB, and thereafter studies to visualize orbitals using various software have been followed. There were some cases using Gnuplot, Winplot, Mathematica, etc., which might not be familiar software to students. Until now, popular spreadsheet programs such as Excel seem not to be regarded as important in visualizing HAOs. Although in some cases spreadsheet programs were associated with orbitals, those were usually about calculating Schrodinger's equation, the energy of simple Molecular Orbital(MO)s, radial parts of orbitals, etc., not about three-dimensional visualization of HAOs. In this study, we represented the three-dimensional polar diagram of HAOs using Excel, which is a familiar spreadsheet program to students. There are some distinctive advantages of it. Once implemented, it does not require any command-line based inputs again. Because of the program’s dynamic features, it is possible to observe it while easily changing the various parameters, thus the figures of HAOs. As the implementation procedure is not too complicated, students might learn the characteristics of HAOs, especially in the shapes and symmetries, by doing the procedure individually. And, the program’s compatibility makes it possible to run the material in smart devices, which means students would be able to investigate the HAOs in their own paces.

ABSTRACT. The marine environment is often neglected in environmental discussions. Therefore, it is evident the need for Environmental Education activities about this environment. The interactive exhibition Out of Water Diving (OWD) is inserted in this context. We aimed to investigate the initial conceptions and checked whether and how the OWD influenced conceptions about marine environment and the relationship of this ecosystem with students’ daily lives. We used a structured questionnaire, which was applied before and after OWD exhibition and answers were analyzed by open categorization. 185 students answered the initial questionnaire and 155 students answered the final one. Students were from a public school of São Paulo city (Brazil). The absolute percentage of students who could establish the relationship with marine environment and their daily lives was low, but with slightly increasing after OWD (from 14% to 23%). When asked about words they could associate with the marine environment, “curiosity” and “beauty” categories were the most cited. We also asked about the organism that students expected to find on marine environment. The chordates were the most cited (fishes, sharks and whales). However, the citations of some no chordate animals (starfish and jellyfish) and seaweeds were higher after OWD. After OWD, students reported that they had more interest about marine environment. We highlighted that it is not easy for students to establish relationships between their daily lives and the marine environment. Probably, the physical distance is an aggravating factor. However, our data indicate that the OWD had positive influences, as it aroused more interest about this environment and more students stated that they were able to establish relationship between their daily lives and the marine environments. We hope that the data can be subsidy for the evaluation of OWD exhibition by its creators, in a continuous improvement process.

ABSTRACT. This research aims to develop and analyze typologies of Brazilian students according to their interest in science and technology. We believe that in this way, we will have more subsidies to face future educational challenges from science and technology. To do so, we used data from the Barômetro Brasil questionnaire, an instrument composed of questions on the likert scale and aiming to know the interests and aspirations of Brazilian youth about science and technology. This instrument was submitted to 2404 students in the 15-year age group across the country, so that this number was a representative sample of Brazil. To treat this data, we used cluster analysis, by the k-means method. With this method, we defined 4 clusters, one of students with high interest in sciences, one of students of low interest in sciences and two of students with average interest by sciences, that are distinguished by themes the youth show more interest; in one of the groupings the students have a greater interest in the health-related subjects and in another one they show more interest in astronomy and astronautics. In the group of students of low average interest, we noticed that health-related topics were the ones that aroused greater interest, this fact opens a gap for initiatives that seek to increase the interest of these young people. We believe that these data can help in the elaboration of new policies and the construction of curricula, since these discussions would be based on the teaching of science and technology in the context of the Brazilian students.

ABSTRACT. In this study, we investigated the characteristics of participant students’ modeling with the blackbox simulation program and their epistemic criteria. For this research, we developed a blackbox simulation program, which is an ill-structured problem situation reflecting the scientific practice. This simulation program is applied in the activities. 23 groups, 89 students of the second year of the education college participated in this activity. They visualized, modeled, modified, and evaluated their thoughts on internal structure in the blackbox. All of students’ activities were recorded and analysed. As a result, the students' models in blackbox activities were categorized into four types of model considering their form and function. 'Bowel Model' (9 groups), most The most common model, 'Stairs model' (6 groups), 'Water Tank Model' (4 groups), and 'Pouch Model' (4 groups) were appeared. Various argumentations were appeared in modeling and selecting group representative model. Model evaluation was appeared in group model selection. Epistemic criteria such as empirical coherence, comprehensiveness, analogy, simplicity, and implementation was adapted in model evaluation. The educational implications discussed above are as follows. First, the blackbox simulation activities in which the students participated in this study have educational implications in that they provide a context in which the nature of scientific practice can be experienced explicitly and implicitly by constructing and testing models. Second, from the beginning of the activity, epistemic criteria such as empirical coherence, comprehensiveness, analogy, simplicity, and implementation were not strictly adapted and dynamically flexibly adapted according to the context. Third, simulation activity, which is the context of this study, can lead to research related to computational thinking that will be more important in future society. We expect to be able to lead the more discussion by further study that elaborates and systematizes the context and method of this study.

ABSTRACT. The study aimed to evaluate a STEM education program on science gifted students in Korea by investigating science gifted students’ attitude changes and differentiated teaching strategies observed during implementation. For this purpose, researchers developed a STEM education program relating to smart aquaculture engineering that revisits biology as well as engineering unifying themes (design, modelling, systems, resources, and human values) in social contexts. The STEM program was developed as a five phase lesson: Phase 1: Introduction to salmon aquaculture issues in national and international dimensions and salmon life cycle and its ecological habitats at risks; Phase 2: Salmon aquaculture system in relation to environmental variables and design a new offshore aquaculture system using scratch software; Phase 3: Interview with specialists at IoT and smart aquaplant centers at university; Phase 4: Modelling IoT based automatic control system using smart phone; Phase 5: Design future IoT based aquaculture plant and scenario for solving issues. In this study, 20 middle school science gifted students enrolled at science gifted education center affiliated with university were selected and the STEM program was implemented. In order to investigate its effects on students, a STEM attitude survey instrument with 28 items of five-point Likert scale were administered. The results showed that students’ attitudes were changed with items ‘learning engineering helps learning math and science (pre: 4.56+.71; post 4.89+.47)’, ‘to learning engineering well, I need to do well in science and math (pre: 4.61+.61; post 4.89+.32)’, ‘I have interests in learning how to use engineering (pre: 4.50+.71; post 4.72+.58).’ Further, during implementation of the STEM program, differentiated teaching strategies were observed. It was found that differentiated teaching was characterized in terms of curriculum planning and delivery, accommodation for individual differences, problem solving strategies, critical thinking strategies, creative thinking strategies, and research strategies.

ABSTRACT. Literature has pointed out the need for investments in teacher education to bring students closer to the commitment and responsibility of influencing future decisions about improving the quality of life on planet in relation to Science and Mathematics teaching. In this sense, our research question seeks to understand how the practice of school teachers, when proposing the dynamics of Projects in the classroom, advances in this perspective. Our research adopts two dimensions of analysis, based on Skovsmose and Machado, both refer to the perspectives of Projects as a possibility of a citizenship education. The line we draw begins with the consideration of actions that stitch individual and collective projects and the school as the locus responsible for this articulation. Our research is qualitative in nature. The data used were interviews and videos of accomplished projects produced by the schools. Our analysis uses the references of Ole Skovsmose and Nilson Machado in the perspective of approaching, on the one hand, different learning environments and on the other to consider the individual/collective dimension. Our analysis considers that teachers invest much of their time and effort in working with projects, and that much of the interest and concern is focused on addressing specific contents contemplated in the curriculum. However, the analyzes of the Projects indicate that larger investments are made in learning scenarios focused on the resolution of exercises. However, the two dimensions of analysis allow us to infer that it is possible for the teacher, through a critical analysis of the projects, to add value to the project in terms of the individual / collective dimension.

ABSTRACT. Pedagogical tools to teach any course content will definitely facilitate better learning. Every teaching tool has the potential to deliver a particular set of skills. Hence a teacher has to select a tool and strategy precisely from available. The crucial emphasis of teacher needs to be on learner’s participation in the learning process. In the Indian context, efficacy of predominant chalk and talk method is a time-tested one, but may fail to inculcate multiple skills in the students to make them competent and ready to face the challenges all the way while building their careers. Pedagogical advancement advocated RBPTs are as, all inclusive, most effective and resourceful strategies to develop competence in students. This investigation was aimed at designing RBPTs with an objective to teach medicinal plants and chemotaxonomy at undergraduate level. The group discussion helped to formulate the title as “Diabetes: Herbal remedies, Substitute to Allopathic Medicines”. The context hinted at elaborations over diabetes as a global issue, considering the allopathic medicines available and their side effects. The problem to be assigned as “Is there a prospective herbal candidate for safer and affordable remedies?”. The methodology proposed was, formulate five groups of students showing students’ diversity. The tasks assigned to each are: First: Data collection on diabetes, questionnaire designing for patients, doctors and pathology labs, data analysis Second: Literature review on therapies available, screening, shortlisting of anti-diabetic plants, phytochemical exploration and developing artificial key on phytochemicals Third: Plants collection, identification having anti-diabetic prospects, herbarium preparation and digitization Fourth: Prospective candidates selection, preliminary phytochemical screening, result compilation Fifth: Its Mentor including group working for group cohesion, coordination and assessment based on presentations, posters, group discussions and report submissions. This RBPT will help to build up multiple skills like data handling, questioning, chemotaxonomy, plant collection, identification, classification, hands-on research and experimentation.

ABSTRACT. An overview of how teaching-supporting web pages and projects that were active in 2001, as well as those that were found to be good then have either developed or ceased operation. In 2001, then-existing mathematics and physics websites were surveyed at Lappeenranta University of Technology. Based on the background survey at the time, the supply of content implemented internationally, in major languages, was abundant. Many of these websites no longer work in practice on modern browsers despite having been very good sites for teaching support. We selectively compare WWW sites existing in 2001 with the same contemporary sites and observe what still works in them and which parts don’t. The overview is significant as there is overlapping work and there are overlapping materials in online teaching. The same or similar websites are either remade or produced at the same time by many. Sites and online materials are also often produced using practices that become obsolete very quickly, and for that reason the sites don’t work anymore after a short period of time. For example, JAVA applets were still very popular in 2001, but presently, those fine, educational visualisations that required thousands of hours of work often work no longer.

ABSTRACT. Games in education have become an increasingly hot topic in the field of educational technology in the beginnings of the 21st century and will continue to grow as the technologies powering games to evolve. It is important that in the field of education the purpose and potentials of games in education be understood. In view of the recent interest in using videogames for learning, many teachers and parents have begun to question the place of videogames in the classrooms. Learning occurs when the learners’ active exploration makes them develop a knowledge representation of their experience or discover an inconsistency between their current knowledge representation and their experience. It is through the rediscovery of teaching roots that educators can be better informed to either embrace or discard the call to integrate play into education for game-based instruction. This article indicates that it is important to explore particular processes and features of design-based learning that can engage students in making meaningful integration between the targeted content knowledge and the products designed.

ABSTRACT. The discussions sought to reflect on why teach science, how to teach science and what science should be taught to students in Basic Education. In order to do so, it was sought, through reference, to draw up a discussion in order to propose a teaching of Science through the historical-cultural perspective. The reflections developed refer to the teacher's political role, his pedagogical practice as a reflexive practical act, with proposals that consider connections, as well as the manipulation and experimentation of nature. A teaching beyond the classroom and laboratories, which considers the cultural framework brought by students. And that seeks to work with community projects and diversification of training modalities. The paper ends by highlighting the importance of drawing practical connections through social themes as a way to rethink the political and social reality in a conscious way, in favor of the criticism of the teacher and the student as subjects and social actors. And it stresses the need to consider the historical, political, social and cultural dimensions also in teacher training.

ABSTRACT. We followed a project, focusing on the meaning of education in the extended classroom to teachers and students, in order to increase our knowledge on pedagogical cultivation. The principal and the teachers were interviewed three times during the school year, and 85 students in grades 6-7 responded to a questionnaire at the beginning and the end of the school year 2012/2013. The school ground activities were mainly practical tasks like designing and constructing culture beds, collecting fruits to use in the home economics class, cutting shrubs, and planting berry bushes. The teachers’ focus was on doing, not learning. However, the teachers stated that the activities emanated from the syllabus and agreed on a strong connection between the project and environmental issues regarding food production, e.g. farm to table. They had many ideas on how to connect the practical work to various theoretical subject areas, theory to practice. At the end of the first school year, we asked the students if they like doing practical work at school. Most said yes, but more than half the students disliked outdoor teaching in the school garden. Most students agreed that they are able to use all senses while working outdoors, but more than half stated that it was not fun working outdoors with the gardening project. When asked if they learn science better outdoors than indoors, more than half disagreed. They also did not believe they learned other school subjects better when they are being taught outdoors in the school garden. We analysed the discrepancy between the aims of the teachers and the experiences of the learners and found a lack of communication on the didactical questions; why, how, what and where. There was also a need of distinct support from the principal, training on combining classroom and outdoor teaching, and transdisciplinary education.

ABSTRACT. The purpose of this study was to investigate pre-service biology teachers’ perception on using Vee Heuristics when developing biology teaching and learning materials. The subjects of this study were 25students in the department of biology education at Pusan National University responding to 8multiple choice questions and 2open-ended questions to understand their thoughts on Vee Heuristics. The pre-service teachers learned about Vee Heuristics for a week, developed Vee maps several times during the course, and responded to the questionnaire about the Vee maps at the conclusion of the course. When they developed a teaching plan according to a specific teaching model, each group made a Vee map following an active discussion. This process was carried out four times. The results of the study are as follows. Pre-service teachers showed many difficulties in making Vee maps, and proposed various ways to resolve this difficulty. Vee maps are very helpful for novice biology teachers in designing science inquiry activities. For example, the pre-service teachers positively responded to increased opportunities for discussion, understanding of concepts and principles of science, meta-cognition, scientific process skills, perception of the relationship between science inquiry and concepts, search for exploration methods, and assertion based on evidence. However, the novice biology teacher found it very difficult to write Vee maps, particularly to write philosophy, theory, principle and value claims. This study discusses whether or not to subtract the difficult factors from the Vee map and how to reduce the difficulty in creating Vee maps.

ABSTRACT. To teach science successfully, teachers need to have not only good content knowledge but also knowledge of how to translate this into appropriate teaching approaches for specific topics and for a particular group of learners. The study investigated the pedagogical orientations of South African physical sciences pre-service teachers. A key dimension in science teaching is pedagogical orientation. The term ‘orientation’ refers to teachers’ knowledge and beliefs for teaching science. A quantitative survey approach was applied in this study. Pre-service teacher’s pedagogy preferences were measured using a questionnaire instrument comprising of items that portrayed actual teaching scenarios for particular physical sciences topics. Each item provided four alternative teaching method options, and students were required to select the option they considered to be most appropriate and the most inappropriate. Each option corresponded with a particular pedagogical orientation that was based on a framework developed by a team of researchers at Western Michigan University. The pre-service teachers were also required to justify each choice. Based on the pedagogical orientation choices made, the instrument yielded quantitative data that was analysed descriptively in order to establish the preferred pedagogical orientations of the pre-service teachers. The results of the analysis revealed that pre-service teachers exhibited a strong preference for learner-centered teaching approaches that aligned with the guided inquiry and open discovery pedagogical orientations, while a much smaller group of students preferred the teacher-centred direct didactic and direct interactive orientations.

ABSTRACT. Purpose of study explored the teaching orientation types of teachers with experience of STEAM education in Korea. The participants of this study were 15 science, mathematics, and technology teachers who had more than three years of STEAM education. We sought to classify and interpret the topics through an in-depth exploration of individual experiences in the STEAM educational activities. We conducted with Semi - structured interviews. We interviewed about changes made through the STEAM education experience, the good points and difficulty gained during the educational experience, the emphasis on STEAM education, the reason for starting the STEAM education, overall perception and experience of STEAM education. The results of this study are presented as representative of STEAM orientation of two teachers. One of them is a science teacher, and his STEAM teaching orientation is a process oriented teaching orientation, and STEAM is a process of helping to understand the principles of theory and law. One teacher was a technology teacher, and his STEAM teaching orientation had an emphasis on results. His STEAM teaching orientation is the acquisition of practical knowledge applicable to real life situations. Our research will allow us to develop the STEAM PCK and to utilize it in STEAM teacher education.

ABSTRACT. IOSTE has a proud history of 40 years. It was born during the cold war as a forum for dialogue across political and cultural borders, based on shared values. In this sense, IOSTE differs from many other organizations for S&T education today.

The current global challenges are many. These are addressed by UN-organizations by initiatives for the promotion of human development and basic human rights, access to free education and care for the environment. Majour UN initiatives address climate change and (lack of) sustainable development, eradication of poverty and the promotion of gender and ethnic equity. These concerns and values are very much in harmony with the values underpinning IOSTE.

But there are other global trends that push in other, possibly conflicting directions. International Large-scale Assessments (ILSAs) like PISA, TIMSS and PIRLS increasingly dominate educational debates and policies. These studies have differing agendas, but they often result in a global race to climb on the rankings. Schools are under pressure to become efficient producers of Human Capital for the global market. The result for schools is often standardization of curricula, more testing, commercialization and privatization of schools, degradation of the teacher profession and test-based accountability of teachers and schools. The need to produce a global, "fair test", implies that items have to be context-free, contrary to what most educators recommend, at least for the compulsory school level.

PISA does not address the majour global concerns facing mankind that the UN has put on the agenda. Moreover, PISA-scores correlate negatively with teaching methods that are recommended by science educators, like all aspects of Inquiry-Based Science Education.

The purpose of this position paper is to raise concerns about the role and future of IOSTE in the light of its legacy and the conflicting global trends in education.

ABSTRACT. The focus of the paper is on identity work among engineering students entering engineering work places. It is part of a larger project, exploring the construction of the ’new engineer’ (Berge et al., in review), and their ability to handle contemporary societal changes (Adams et al., 2011). Theoretically, identity is understood as socially and discursively produced (Butler, 1990), and as such it provides a vantage point for considering how the ‘doing’ of the students make them intelligible in different contexts. We borrow Taylor’s (2013) notion of ‘material moments’ to explore how bodies and objects work in engineering learning spaces. When students do engineering identities, they draw on material resources and spaces, which in turn also act upon them (Barad, 2007). The empirical data consists of three Swedish final year female BSc construction engineering students’ narratives about being a student and becoming an engineer, collected through video-diaries (Lundström, Ekborg & Ideland, 2012), and follow-up semi-structured individual interviews (Forsey, 2012). A prelaminar analysis show several ‘material moments’ where space/place and objects ‘troubling’ the students; both gendering and ageing them. We also show how the students draw on their own bodies to re-position themselves as untroubled engineering students and engineers.

ABSTRACT. Teens need and want information about health issues. Increasingly, they access digital resources because of the Internet’s availability, affordability, and anonymity. Not only does gender impact the content, but it also impacts how teens seek that information. Technology use also has gendered factors that impact information seeking behaviors. Technology also impacts health information needs of at-risk teen populations. This paper shares gender issues of teen technology use to find health information, and offers recommendations to insure optimal educational services to address health information needs of ALL teens.

Teens tend to seek health information out of need or fear, such as a personal problem, rather than as a proactive effort to be healthy. Several barriers to health information exist, and notable subgroups are more at risk in terms of health information seeking.

While teens prefer interpersonal interaction, three-fourths of teens seek health information online. However, such information may be inaccurate, and teens often have poor searching and evaluation skills. Sometimes there may be too much information to sift through, and other times there is a dearth of information.

Several gender issues emerge from teen health information seeking practices. Females are twice as likely as males to seek health info online for themselves or others, largely because of male peer norms and perceptions of male sexuality. However, females have less access to technology, and less technology skills, than males have. Females more concerned than males with violence and victimization relative to sexuality information, and are more likely to seek information about weight loss that leads to unhealthy practices.

Educators can provide a neutral safe venue for such information, and they can guide teens in locating, evaluating, and using those resources. Several recommendations are derived from the literature.

ABSTRACT. While traditionally in science education practices and research, socioscientific reasoning is viewed as an argumentative practice, we adopt a dialogic approach to students’ encounters with socioscientific controversies. Taking as premise that democracy is practiced in our meeting with multiple voices and perspectives, we seek to answer how science education can make visible and strengthen students’ capability to participate in dialogic socioscientific reasoning about a controversial issue. Based on an ongoing controversy between a cow’s milk and an oat milk producer in Sweden, we designed a teaching sequence on access and critical evaluation of related information, arguments and opinions as presented on the internet targeting students in upper secondary Science studies. The data was analyzed by means of qualitative content analysis. Our preliminary results point to two themes concerning how students approach the tasks in different groups: 1.) as argumentative debates or 2.) as dialogic discussions, each theme enabled qualitatively different expressions of socioscientific reasoning. When students approach the tasks argumentatively, socioscientific reasoning was expressed as participation in an uncritical, polarized and one-sided debate about the controversy. In student groups enacting a dialogic practice, socioscientific reasoning was expressed as a negotiation about how to interpret and contrast contradictory arguments, opinions and beliefs retrieved from a diverse range of critically evaluated sources. Addressing the complexity around socioscientific controversies in pluralistic ways, require teacher awareness as well as clarity about the aim of the task.

ABSTRACT. Perspective taking is a key theoretical concept supporting disciplinary learning. Although previous researchers revealed several aspects of perspective taking, few approached multiple perspective taking. Our goal is to develop a learning progression for multiple perspective taking (LP for MPT) in socioscientific issues. In this poster, as the first step toward our goal, we present a hypothetical LP and results of a case study for assessing undergraduate students’ MPT before starting to learn about socioscientific issues.

ABSTRACT. A decade ago Roberts (2007) suggested two visions of scientific literacy and science education. In this paper I develop ideas behind a third vision, Vision III (Sjöström & Eilks, 2018), emphasizing philosophical-moral-political-existential alternatives in STEM education. For each of the three visions, I suggest (for vision I and II based on previous publications) two subversions connected to different curriculum emphases. For Vision III this mainly means curriculum emphases not suggested by Roberts. One exception is the curriculum emphasis ‘self as explainer’, which can be interpreted as being about existentialism. I discuss and problematize the three visions in relation to different versions of ‘Bildung’ (Sjöström & Eilks, 2018; Sjöström, Frerichs, Zuin & Eilks, 2017), in relation to different philosophies of education and in relation to views on teaching and learning in and about science-technology-society-environment (STSE) and nature-of-science (NOS), respectively. I claim that STEAM education framed by a Bildung-version called critical-reflexive Bildung can be seen as an alternative to STEAM education based on Western modernism (Sjöström, 2017). It integrates cognitive and affective domains and includes politicisation to address complex socio-environmental-scientific issues, but also philosophical-moral-existential alternatives. I also discuss critical-reflexive Bildung in relation to the HARTSS (Humanities, ARTs, and Social Sciences) model suggested by Kahn and Zeidler (2016). Furthermore, I relate it to posthuman perspectives and discuss implications of such a philosophical orientation on teacher educations, teacher development programs/initiatives, and curriculum development.

ABSTRACT. Among problems related to socioscientific issues is inequity associated with developing of and accessibility to knowledge, products and services of science and technology. Many of these problems are argued to be related to influences from powerful groups and ideologies. To address these problems, citizens’ collective socio-political activism, through science education, has been advocated. However, supporting students’/citizens’ developing agency and expertise for activism necessarily entails acknowledging learners’ diversity, and attending to issues of equity and inclusivity in science classrooms. This paper examines experiences of a science teacher in a Canadian school-board that prioritizes equity and inclusivity in adopting/applying an activist framework in her classroom. We argue that constructing in-class equity and inclusivity, through building confidence, leveling the plane, and supporting students developing a voice, are essential to address global injustices through socio-political activism.

ABSTRACT. To prepare students for future challenges as citizens and to provide the knowledge necessary for science education studies, socio-scientific inquiry-based learning (SSIBL) is one possible approach. SSIBL pedagogy differs in emphasis and approach from traditional content-focused teaching and proves challenging for many teachers. The curriculum for the Swedish upper-secondary course Science Studies has a strong focus on students’ development of action competence, and this study aims to characterise teachers’ views of students’ active citizenship after a year-long online collegial TPD on SSIBL. The questions asked are “how do teachers view conflicts of interest and practices in taking action as learning tools for active citizenship” and “what are the teachers’ views/motives underlying their approaches and choices when teaching about action competence”. Eight teachers from two schools, i.e. two independent courses, were interviewed after participating. Data was analysed using thematic and theory-driven analyses. Results show that all teachers position students in situations where they take part in conflicts of interest. Some teachers used conflicts of interests to let students find arguments for and against something, and other teachers created situations where more than two perspectives of an issue were represented and students enacted a role. Teachers highlight that they want students to understand that questions are complex, and that active choices are important in life. Many of the teachers let students individualise their ideas by, within the SSIBL work, reflecting on the hypothetical question “what can I do as an individual”. Reasons teachers give for schools’ role in developing action competence include personal reasons such as it is important for students themselves to develop these competences for life, and global reasons such as this is needed for the planet to survive. Even if teachers did not actively encourage students to take action in everyday life, many students appeared to develop active citizenship.

ABSTRACT. Scientifically literate people who can understand the nature of scientific knowledge are among the aims of science education. Nature of science (NOS) is one of the main goals of scientific literacy. Science teachers play a key role in this process, as they can affect their students’ ideas. For this reason, the aim of the study was to determine chemistry teachers’ views of NOS; who were also master students at the department of chemistry education; to develop their views with explicit-reflective NOS activities based on their initial understandings and to investigate their philosophical approach to science. Chemistry teachers (6 female and 5 male) participated the study. Case study as a qualitative research design was used in the study. Views of Nature of Science-Version C (VNOS-C) and interviews were conducted with the participants before and after the intervention. In the interviews, there were some additional questions to determine their philosophical approach to science. The results showed that teachers held inadequate views prior to the intervention and had traditional understanding of science. After the intervention, their views of NOS became more informed and their philosophical views shifted to a contemporary understanding. Recommendations were drawn to improve the views of NOS for further studies.