This book presents the work of academics who contributed their work at the International Science Education Conference (ISEC) 2021, in alignment with the conference theme '20/20 Vision for Science Education Research.' Collectively, the chapters aim to evoke intellectual dialogues on current and future trends in science education. It features chapters that are grouped thematically into three sections: Epistemic Practices in Science/STEM education, Developing Science Teaching and Assessment, and History, Philosophy, and Sociology of Science/Engineering, and Informal Learning. Through the various sectionsYann Shiou Ong is an assistant professor at the National Institute of Education (NIE), Nanyang Technological University (NTU), Singapore, and a core team member of the meriSTEM@NIE Singapore, a multi-centric education, research and industry center. Her research interests include students’ epistemic practices in investigating, explaining and evaluating spheres of scientific activity, especially how students critique and construct arguments when making decisions during science inquiry and Science, Technology, Engineering, and Math (STEM) problem solving. She designs learning environments to foster student’s epistemic practices through the lens of the productive (inter)disciplinary engagement framework. Yann Shiou’s other research interests include physics education, and discourse analysis.   Timothy Tan is a senior lecturer with the Natural Sciences and Science Education Academic Group at the National Institute of Education (NIE), Nanyang Technological University (NTU), Singapore, with a diverse teaching portfolio in science and technology subjects. While his background was originally in biochemistry and molecular biology content research, his doctoral work was in science education, and he has a natural inclination for digital technologies. His current research interests blend these fields: developing cross-disciplinary learning activities and science practical work, involving integrative STEM, design-based inquiry (DBI) learning, and visual programming, especially where learners engage in iterative 'design, make, and code' activities. He is also a core team member of the meriSTEM Centre@NIE, Singapore. Yew-Jin Lee is the assistant head of primary science education at the Natural Sciences and Science Education Academic Group at the National Institute of Education (NIE), Nanyang Technological University (NTU), Singapore. He has a biology background and has taught this subject in local high schools for eight years. Yew Jin is currently an associate professor and his work entails teaching methods courses in primary science, secondary biology education, as well as in various masters/Ph.D./Ed.D. level courses. Yew Jin has performed international consultancy work with the Asian Development Bank, the World Bank, the Temasek Foundation (Singapore), as well as in various universities in the Asian region on matters of science education. In 2008/9, he received a Fulbright Academic Exchange award to study urban science education with the City University of New York, USA., the book presents empirical studies in science and engineering classrooms or laboratories, puts forward a framework for problem-based learning, provides an account of a prominent scientist’s efforts in promoting practical science through analysis of historical documents, and uncovers trends  in informal science learning space research through a review of literature. Each section is introduced by a commentary with further insights and thought-provoking questions on ideas raised in the chapters. The book also includes a 'Notes to Our Future Colleagues' section in each chapter, which presents readers with a collective vision for the state of science education research in the year 2050.

• Section A: Questions and Questioning in Science/STEM Education: Educating Students for Good Questioning in Science/STEM.- Primary School Students’ Understanding of Posing Questions for Scientific Inquiry.- Questioning Patterns in STEM Learning: A Case Study.- Epistemic Growth in Students’ Understanding and Concern about Trust: A Practice-oriented Approach to Learning Nature of Science.- Section B: Developing Science Teaching and Assessment: Developing Science Teaching and Assessment.- Enhancing Science Teachers’ Language Awareness with the Use of a Content-Language Integrated Framework for Developing Student Writing.- The Cognitive Demands of Secondary Science Assessment Items: Refinements to a Classification Based on Semantic Gravity and Density.- Formative Assessment in Primary Science Classrooms in Singapore: Teachers' Pedagogical Reasoning and Practices.- The Integration of Geographical Information Systems (GIS) in the Curriculum – Impacts on Content, Pedagogy, and Technology.- Integrated Science, Technology, Engineering, and Mathematics – Problem Based Learning – Education for Sustainable Development (I-STEM-PBL ESD) FrameworkSection C: History, Philosophy and Sociology of Science/Engineering and Informal Learning.- : History, Philosophy and Sociology of Science/Engineering and Informal Learning.- Changes in the Teaching of Practical Chemistry during the Nineteenth Century at American Universities.- The Formation of Engineers in Research Labs during the COVID-19 Crisis.- Informal Learning of Science at Science Centers and Museums: Perspectives, Influences, and Issues.

This book presents the work of academics who contributed their work at the International Science Education Conference (ISEC) 2021, in alignment with the conference theme '20/20 Vision for Science Education Research.' Collectively, the chapters aim to evoke intellectual dialogues on current and future trends in science education. It features chapters that are grouped thematically into three sections: Epistemic Practices in Science/STEM education, Developing Science Teaching and Assessment, and History, Philosophy, and Sociology of Science/Engineering, and Informal Learning. Through the various sectionsYann Shiou Ong is an assistant professor at the National Institute of Education (NIE), Nanyang Technological University (NTU), Singapore, and a core team member of the meriSTEM@NIE Singapore, a multi-centric education, research and industry center. Her research interests include students’ epistemic practices in investigating, explaining and evaluating spheres of scientific activity, especially how students critique and construct arguments when making decisions during science inquiry and Science, Technology, Engineering, and Math (STEM) problem solving. She designs learning environments to foster student’s epistemic practices through the lens of the productive (inter)disciplinary engagement framework. Yann Shiou’s other research interests include physics education, and discourse analysis.   Timothy Tan is a senior lecturer with the Natural Sciences and Science Education Academic Group at the National Institute of Education (NIE), Nanyang Technological University (NTU), Singapore, with a diverse teaching portfolio in science and technology subjects. While his background was originally in biochemistry and molecular biology content research, his doctoral work was in science education, and he has a natural inclination for digital technologies. His current research interests blend these fields: developing cross-disciplinary learning activities and science practical work, involving integrative STEM, design-based inquiry (DBI) learning, and visual programming, especially where learners engage in iterative 'design, make, and code' activities. He is also a core team member of the meriSTEM Centre@NIE, Singapore. Yew-Jin Lee is the assistant head of primary science education at the Natural Sciences and Science Education Academic Group at the National Institute of Education (NIE), Nanyang Technological University (NTU), Singapore. He has a biology background and has taught this subject in local high schools for eight years. Yew Jin is currently an associate professor and his work entails teaching methods courses in primary science, secondary biology education, as well as in various masters/Ph.D./Ed.D. level courses. Yew Jin has performed international consultancy work with the Asian Development Bank, the World Bank, the Temasek Foundation (Singapore), as well as in various universities in the Asian region on matters of science education. In 2008/9, he received a Fulbright Academic Exchange award to study urban science education with the City University of New York, USA., the book presents empirical studies in science and engineering classrooms or laboratories, puts forward a framework for problem-based learning, provides an account of a prominent scientist’s efforts in promoting practical science through analysis of historical documents, and uncovers trends  in informal science learning space research through a review of literature. Each section is introduced by a commentary with further insights and thought-provoking questions on ideas raised in the chapters. The book also includes a 'Notes to Our Future Colleagues' section in each chapter, which presents readers with a collective vision for the state of science education research in the year 2050.

• Section A: Questions and Questioning in Science/STEM Education: Educating Students for Good Questioning in Science/STEM.- Primary School Students’ Understanding of Posing Questions for Scientific Inquiry.- Questioning Patterns in STEM Learning: A Case Study.- Epistemic Growth in Students’ Understanding and Concern about Trust: A Practice-oriented Approach to Learning Nature of Science.- Section B: Developing Science Teaching and Assessment: Developing Science Teaching and Assessment.- Enhancing Science Teachers’ Language Awareness with the Use of a Content-Language Integrated Framework for Developing Student Writing.- The Cognitive Demands of Secondary Science Assessment Items: Refinements to a Classification Based on Semantic Gravity and Density.- Formative Assessment in Primary Science Classrooms in Singapore: Teachers' Pedagogical Reasoning and Practices.- The Integration of Geographical Information Systems (GIS) in the Curriculum – Impacts on Content, Pedagogy, and Technology.- Integrated Science, Technology, Engineering, and Mathematics – Problem Based Learning – Education for Sustainable Development (I-STEM-PBL ESD) FrameworkSection C: History, Philosophy and Sociology of Science/Engineering and Informal Learning.- : History, Philosophy and Sociology of Science/Engineering and Informal Learning.- Changes in the Teaching of Practical Chemistry during the Nineteenth Century at American Universities.- The Formation of Engineers in Research Labs during the COVID-19 Crisis.- Informal Learning of Science at Science Centers and Museums: Perspectives, Influences, and Issues.

This book presents the work of academics who contributed their work at the International Science Education Conference (ISEC) 2021, in alignment with the conference theme '20/20 Vision for Science Education Research.' Collectively, the chapters aim to evoke intellectual dialogues on current and future trends in science education. It features chapters that are grouped thematically into three sections: Epistemic Practices in Science/STEM education, Developing Science Teaching and Assessment, and History, Philosophy, and Sociology of Science/Engineering, and Informal Learning. Through the various sectionsYann Shiou Ong is an assistant professor at the National Institute of Education (NIE), Nanyang Technological University (NTU), Singapore, and a core team member of the meriSTEM@NIE Singapore, a multi-centric education, research and industry center. Her research interests include students’ epistemic practices in investigating, explaining and evaluating spheres of scientific activity, especially how students critique and construct arguments when making decisions during science inquiry and Science, Technology, Engineering, and Math (STEM) problem solving. She designs learning environments to foster student’s epistemic practices through the lens of the productive (inter)disciplinary engagement framework. Yann Shiou’s other research interests include physics education, and discourse analysis.   Timothy Tan is a senior lecturer with the Natural Sciences and Science Education Academic Group at the National Institute of Education (NIE), Nanyang Technological University (NTU), Singapore, with a diverse teaching portfolio in science and technology subjects. While his background was originally in biochemistry and molecular biology content research, his doctoral work was in science education, and he has a natural inclination for digital technologies. His current research interests blend these fields: developing cross-disciplinary learning activities and science practical work, involving integrative STEM, design-based inquiry (DBI) learning, and visual programming, especially where learners engage in iterative 'design, make, and code' activities. He is also a core team member of the meriSTEM Centre@NIE, Singapore. Yew-Jin Lee is the assistant head of primary science education at the Natural Sciences and Science Education Academic Group at the National Institute of Education (NIE), Nanyang Technological University (NTU), Singapore. He has a biology background and has taught this subject in local high schools for eight years. Yew Jin is currently an associate professor and his work entails teaching methods courses in primary science, secondary biology education, as well as in various masters/Ph.D./Ed.D. level courses. Yew Jin has performed international consultancy work with the Asian Development Bank, the World Bank, the Temasek Foundation (Singapore), as well as in various universities in the Asian region on matters of science education. In 2008/9, he received a Fulbright Academic Exchange award to study urban science education with the City University of New York, USA., the book presents empirical studies in science and engineering classrooms or laboratories, puts forward a framework for problem-based learning, provides an account of a prominent scientist’s efforts in promoting practical science through analysis of historical documents, and uncovers trends  in informal science learning space research through a review of literature. Each section is introduced by a commentary with further insights and thought-provoking questions on ideas raised in the chapters. The book also includes a 'Notes to Our Future Colleagues' section in each chapter, which presents readers with a collective vision for the state of science education research in the year 2050.

• Section A: Questions and Questioning in Science/STEM Education: Educating Students for Good Questioning in Science/STEM.- Primary School Students’ Understanding of Posing Questions for Scientific Inquiry.- Questioning Patterns in STEM Learning: A Case Study.- Epistemic Growth in Students’ Understanding and Concern about Trust: A Practice-oriented Approach to Learning Nature of Science.- Section B: Developing Science Teaching and Assessment: Developing Science Teaching and Assessment.- Enhancing Science Teachers’ Language Awareness with the Use of a Content-Language Integrated Framework for Developing Student Writing.- The Cognitive Demands of Secondary Science Assessment Items: Refinements to a Classification Based on Semantic Gravity and Density.- Formative Assessment in Primary Science Classrooms in Singapore: Teachers' Pedagogical Reasoning and Practices.- The Integration of Geographical Information Systems (GIS) in the Curriculum – Impacts on Content, Pedagogy, and Technology.- Integrated Science, Technology, Engineering, and Mathematics – Problem Based Learning – Education for Sustainable Development (I-STEM-PBL ESD) FrameworkSection C: History, Philosophy and Sociology of Science/Engineering and Informal Learning.- : History, Philosophy and Sociology of Science/Engineering and Informal Learning.- Changes in the Teaching of Practical Chemistry during the Nineteenth Century at American Universities.- The Formation of Engineers in Research Labs during the COVID-19 Crisis.- Informal Learning of Science at Science Centers and Museums: Perspectives, Influences, and Issues.