Table of Contents

Preface

Chapter 1. Squaring the Circle: Circumnavigating an Ontological Tension between Practical Learning Progression Models and the Complex, Multi-Facetted, and Meandering Nature of Conceptual Learning
(Keith S. Taber – Faculty of Education, University of Cambridge, Cambridge, UK)

Chapter 2. In Search of a Long-Awaited Consensus for STEM Education. A Framework Proposal
(David Aguilera, José Luis Lupiáñez-Gómez, José Miguel Vílchez-González and F. Javier Perales-Palacios – Department of Science Education, University of Granada, Spain, et al.)

Chapter 3. STEM Projects as Science Teaching and Learning Strategies in Teacher Training and Primary Education: Cognitive and Affective Analysis
(Guadalupe Martínez Borreguero, Milagros Mateos Núñez and Francisco Luis Naranjo Correa – Department of Didactics of Experimental Sciences, University of Extremadura, Spain)

Chapter 4. Diagnosis of the Affective Domain of Primary School Teacher Trainees in the Teaching-Learning of Stem Areas: Comparative Analysis with Primary School Students
(Milagros Mateos Núñez, Guadalupe Martínez Borreguero and Francisco Luis Naranjo Correa – Department of Didactics of Experimental Sciences, University of Extremadura, Extremadura, Spain)

Chapter 5. Einstein’s Theory of General Relativity Based on an Analogical Reasoning and the Premise of Absolute for Science Education
(Jun-Young Oh, Sang -Sook Ko and Yeon –A Son – Institute of Integrated Science Eduaction, Dankook University, Jukjeon, Republic of Korea, et al.)

Chapter 6. How Could Inquiry-Based Activity Be Practiced in Science Education Efficiently? A Case Study at a Senior High School in Japan
(Sumiaki Nakano – Center for Science Adventure and Collaborative Research Advancement, Kyoto University, Kyoto, Japan)

Index