Jesper Haglund is a senior lecturer in physics education at Karlstad University, Sweden. He gained his PhD in science education in 2012 at Linköping University, and was appointed docent in physics with specialization in physics education at Uppsala University in 2016. Haglund’s research has focused on how analogies and metaphors, and visualization technology can be used to support students’ learning, in particular within thermal science. Fredrik Jeppsson is associate professor in science education at Linköping University, Sweden. He gained his PhD in science education in 2012 at Linköping University. Jeppsson’s research has focused mainly on how language-based resources and visualization technology can be used to support students’ learning in the science classroom, in particular within thermal science. Konrad J. Schönborn is a professor of visual learning and communication at Linköping University, Sweden. He is scientific leader ofthe Swedish National Graduate School in Science and Technology Education (FontD), and is a Member of the Royal Society of Biology (MRSB). His research explores the role of visualization, visual literacy, multimodality, and virtual environments in STEM education.

• Part I: Thermal imaging technology and setups for measurement and application.- Chapter 1 Introduction to the physics of thermal radiation and technology of thermal imaging;  Michael Vollmer and Klaus-Peter Möllmann.- Chapter 2 Comparison of IR camera data with theoretical models of heat conduction; Stefano Oss and Giuliano Zendri.- Chapter 3 virtual reality, augmented reality, and mixed reality in infrared light; Charles Xie.- Chapter 4 framing infrared cameras as technology in science education laboratory practice and a practical guide to introducing infrared cameras in science education teaching and research;  Jesper Haglund, Fredrik Jeppsson and Konrad Schönborn.- Part II: Science education research on the use of infrared cameras.- Chapter 5 Seeing what they saw: Assessing student learning by analyzing point-of-view thermal videos; Charles Xie.- Chapter 6 physics activities in secondary teaching; Jeff Nordine and Susanne Wessnigk.- Chapter 7 pupils’ affective responseto using IR cameras; Anni Loukomies, Kalle Juuti and Jari Lavonen.- Chapter 8 social semiotics analysis of pupils’ practical work with IR cameras; Niklas Åhman and Fredrik Jeppsson.- Chapter 9 introduction of IR cameras as a digital technology in preschool; Jeanni Flognman, Janni Karlsson and Jesper Haglund.- Part III: Using infrared cameras in the science teaching practice.- Chapter 10 school activities with visible, near-IR and far-IR light from the MUSE project; Gorazd Planinsic and Eugenia Etkina.- Chapter 11 investigation of electromagnetic radiation and electric circuits with IR cameras; Chuon Wong and R Subramaniam.- Chapter 12 using IR cameras in chemistry education; Xinhua Xu, Meifen Wu and Xiaogang Wang.- Chapter 13 use of infrared camera in medical education; Urban Eriksson and Nina Reistad.- Chapter 14 introduction of IR cameras in physics teaching in a South African township setting; Gilbert Dolo, Leon Grové, Jesper Haglund, and Konrad Schönborn.- Chapter 15 introduction of IR cameras in science centre activities; Karljohan Lundin Palmerius, Andreas Larsson, and Schönborn.