1. Introduction; Eilish McLoughlin, Odilla E. Finlayson, Sibel Erduran and Peter E. Childs -- PART 1: Innovative Approaches to School Science -- 2. Science Education: A Balancing Act Between Research in University, Daily Instruction in Schools and Politics in Education Ministries; Peter Labudde -- 3. Energy teaching at high school based on history and philosophy of science; Manuel Bächtold and Valérie Munier -- 4. An explorative laboratory study: Changing representations of functional dependencies in physics class of lower secondary school; Marie-Annette Geyer and Gesche Pospiech -- 5. Multiple external representations (MER) as a component of special language in biology; Christina Beck and Claudia Nerdel -- 6. Heat angels and paper cups: Discovering pupils' multimodal experiences of heat using thermal cameras; Andreas Larsson, Matilda Stafstedt and Konrad J. Schönborn -- 7. Science or magic? Reactions of 5 years old pupils to a counter-intuitive experiment; Estelle Blanquet and Eric Picholle -- PART 2: Emerging Identities in Science Education -- 8. Using theoretical and methodological triangulation to study motivation in the science classroom; Jenny M. Hellgren -- 9. Students' Awareness of Working Life Skills in the UK, Finland and Germany; Anssi Salonen, Anu Hartikainen-Ahia, Tuula Keinonen, Inês Direito, John Connolly, Annette Scheersoi and Lara Weiser -- 10. Participation and Learner Trajectories in Computing; Anne-Kathrin Peters -- 11. Addressing Complexity in Science/Environment/Health Pedagogy; Albert Zeyer, Nuria Álvaro, Julia Arnold, J. Christian Benninghaus, Helen Hasslöf, Kerstin Kremer, Mats Lundström, Olga Mayoral, Jesper Sjöström, Sandra Sprenger, Valentín Gavidia, and Alla Keselman -- 12. Promoting Students' Critical and Active Engagement in Socio-scientific Problems: Inter/Trans-national Perspectives; Larry Bencze, Lyn Carter, Audrey Groleau, Mirjan Krstovic, Ralph Levinson, Jenny Martin, Isabel Martins, Chantal Pouliot and Matthew Weinstein -- 13. Understandings of Scientific Inquiry: An International Collaborative Investigation of Grade Sseven Students; Judith S. Lederman, Norman G. Lederman, Selina L. Bartels and Juan P. Jimanez -- PART 3: Learning Progressions and Competences -- 14. Frantic Standstill and Lack of Future: how can Science education take care of students' distopic Perceptions of time?; Giulia Tasquier, Laura Branchetti and Olivia Levrini -- 15. What does it mean to understand a physics equation? A study of undergraduate answers in three countries; John Airey, Josefine Grundström Lindqvist, and Rebecca Lippmann Kung -- 16. Affordances and constraints of learning progression designs in supporting formative assessment; Erin Marie Furtak and Kelsey Tayne -- 17. Learning progressions and competence models - a comparative illustration through models and modeling in science education; Annette Upmeier zu Belzen, Alicia C. Alonzo, Moritz Krell and Dirk Krüger -- 18. Sciences teaching through the lenses of students - lower secondary school; Eva Pennegård -- 19. Change in first graders' science-related competence beliefs during digitally intensive science workshops; Anni Loukomies, Kalle Juuti, Jari Lavonen and Katariina Salmela-Aro -- PART 4: Enhancing Science Teacher Education -- 20. The value of school partnerships in improving primary science teaching; Irina Kudenko, Pauline Hoyle and Ben Dunn -- 21. A Design-based Process in Characterizing Experienced Teachers' Formative Assessment Enactment in Science Classrooms; Hannah Sevian and Vesal Dini -- 22. Teachers' training in developing nanoscience and nanotechnology teaching module in the context of a community of learners; Giannis Sgouros and Dimitris Stavrou -- 23. Developing pre-service teachers' competencies of students' allergies management in school environment; Iztok Devetak, Sonja Posega Devetak and Tina Vesel.