| The notion of the relationship to knowledge: A theoretical tool for research in science education | Barbara BADER, Geneviéve THERRIAULT, Chantal POULIOT | 239–264 |
| What influences the emergence of a new subject in schools? The case of environmental education | Mei-Chun Michelle YUEH, Bronwen COWIE, Miles BARKER, Alister JONES | 265–285 |
| A case study of science teacher candidates' understandings and actions related to the culturally responsive teaching of 'Other' students | Mary M. ATWATER, Tanjua B. FREEMAN, Malcolm B. BUTLER, Jessie Draper MORRIS | 287–318 |
| Who is joining physics and why? Factors influencing the choice of physics among Ethiopian university students | Tesfaye SEMELA | 319–340 |
| The conservation knowledge and attitudes of teenagers in Slovenia toward the Eurasian Otter | Tatjana GREGORC, Igor NEKREP, Marjana Höngsfeld ADAMIC, Gregor TORKAR, Petra MOHAR | 341–352 |
| The association between preservice elementary teacher animal attitude and likelihood of animal incorporation in future science curriculum | Ron WAGLER | 353–375 |
| Learning Science in Informal Environments: People, Places, and Pursuits by Philip Bell, Bruce Lewenstein, Andrew W. Shouse, and Michael A. Feder, Editors, Committee on Learning Science in Informal Environments, National Research Council The National Academies Press/USA, 352 pages, 2009 ISBN-10: 0-30 | Larry D. YORE, Alena KOTTOVA, Susan JAGGER | 377–382 |