This book presents an international perspective on examining and putting into practice new innovations in science education. The chapters are organized into three parts, each of which addresses a key area in science education research. Part I of this book (Students" conceptual understanding of science) addresses issues related to the identification of students" science concepts, and the influence of everyday understandings on the construction of science concepts. Part II (Making science concepts plausible for students) addresses the pedagogical concerns of teachers in making science ideas plausible and logical for their students. Part III (Science teacher learning) reports on science teacher learning in Australia and Hong Kong. The focus is on the interaction between research and implementation, or how theory can be realized in classroom practice, with contributions from both non-Western and non-English-speaking contexts and Western and English speaking countries. Taken...