Introduction

This edited volume is comprised of selected studies that were presented at the 11th European Science Education Research Association (ESERA) Conference, held in Helsinki, Finland, from 31 August to 4 September, 2015. The conference was attended by nearly 1300 science education researchers from around the world. The ESERA science education research community consists of professionals with diverse disciplinary backgrounds from the natural sciences to social sciences. This diversity provides a rich understanding of cognitive and affective aspects of science teaching and learning. This book brings forth intriguing research that is both novel and innovative in the field of science education. The chapters are multifaceted and examine different science education phenomena in a wide range. To help the reader, the chapters are loosely organized into six parts, each of which revolves around certain cognitive and/or affective aspects in science education research. The parts are Teacher Knowledge, Student Engagement, Student learning and assessment, Language in science classrooms, Professional development, and Expanding science teaching and learning. This introductory chapter will give the reader a quick overview of the variety of themes or topics, different subjects, contexts and countries, and research approaches dealt with in the chapters.