Tables of contents

Articles

Design patterns for learning and assessment: facilitating the introduction of a complex simulation-based learning environment into a community of instructors

Dennis C. Frezzo, John T. Behrens & Robert J. Mislevy

105–114

The contribution of conceptual change texts accompanied by concept mapping to eleventh-grade students' understanding of cellular respiration concepts

Salem A. Al khawaldeh & Ali M. Al Olaimat

115–125

Summer professional development in chemistry for inservice teachers using OWL Quick Prep

Cynthia B. Powell, Kim L. Pamplin, Robert E. Blake & Diana S. Mason

126–132

Men's and women's intentions to persist in undergraduate engineering degree programs

James P. Concannon & Lloyd H. Barrow

133–145

Development and application of a rubric for evaluating students' performance on Newton's Laws of Motion

Mustafa Sabri Kocakülah

146–164

Using a planetarium software program to promote conceptual change with young children

Sally M. Hobson, Kathy Cabe Trundle & Mesut Saçkes

165–176

College students' conceptions of stem cells, stem cell research, and cloning

James P. Concannon, Marcelle A. Siegel, Kristy Halverson & Sharyn Freyermuth

177–186

Integrating laptop computers into classroom: attitudes, needs and professional development of science teachers – a case study

Aviva Klieger, Yehuda Ben-Hur & Nurit Bar-Yossef

187–198

The effect of data acquisition-probeware and digital video analysis on accurate graphical representation of kinetics in a high school physics class

William Struck & Randy Yerrick

199–211

Eric Klopfer: augmented learning: research and design of mobile educational games

Diane Jass Ketelhut

212–214

Articles

Does problem solving = prior knowledge + reasoning skills in earth science? An exploratory study

Chun-Yen Chang

103–116

Science teachers' professional development and changes in science practical assessment practices: what are the issues?

Phillip A. Towndrow, Aik-Ling Tan, Benny H. W. Yung & Libby Cohen

117–132

Teaching strategies for developing students' argumentation skills about socioscientific issues in high school genetics

Vaille Maree Dawson & Grady Venville

133–148

Examining arguments generated by Year 5, 7 and 10 students in science classrooms

Aeran Choi, Andrew Notebaert, Juan Diaz & Brian Hand

149–169

The relationship between teacher behaviours and student talk in promoting quality learning in science classrooms

Ian Mitchell

171–186

From 'forest fires' and 'hunting' to disturbing 'habitats' and 'food chains': Do young children come up with any ecological interpretations of human interventions within a forest?

Marida Ergazaki & Eirini Andriotou

187–201

Learning to teach about ideas and evidence in science: the student teacher as change agent

Martin Braund & Bob Campbell

203–222

Questions about physics: the case of a Turkish ‘ask a scientist’ website

Sevda Yerdelen-Damar & Ali Eryılmaz

223–238

Investigating pre-service science teachers' developing professional knowledge through the lens of differentiated instruction

Karen Goodnough

239–265

Senior high school student biology learning in interactive teaching

Tan-Ni Lu, Bronwen Cowie & Alister Jones

267–289

Editorial
Exploring the global significance of Chinese education: a new start for Frontiers of Education in China

1–2

Articles

A move towards the integration between education and technology

Fuyin Xu & James A. Pershing

3

How social network position relates to knowledge building in online learning communities

Lu Wang

4–25

New theoretical approach: integrated education and technology

Gang Ding

26–36

An exploratory study of the application of modern distance learning resources for rural elementary and middle schools in Western China: the case of three cities in Gansu Province

Gaixue Yang & Shuyu Yu

37–49

The state of ICT education in China: a literature review

Jianhua Zhao & Fuyin Xu

50–73

The idea of a normal university in the 21st century

Ruth Hayhoe & Jun Li

74–103

Human capital or humane talent? Rethinking the nature of education in China from a comparative historical perspective

Limin Bai

104–129

Research on mathematics education in China in the last decade: a review of journal articles

Binyan Xu

130–155

Articles

Multiple solution methods and multiple outcomes – is it a task for kindergarten children?

Pessia Tsamir, Dina Tirosh, Michal Tabach & Esther Levenson

217–231

Mathematical thinking of kindergarten boys and girls: similar achievement, different contributing processes

Pnina S. Klein, Esther Adi-Japha & Simcha Hakak-Benizri

233–246

Finnish pre-service teachers' and upper secondary students' understanding of division and reasoning strategies used

Raimo Kaasila, Erkki Pehkonen & Anu Hellinen

247–261

An empirical study of students' understanding of a logical structure in the definition of limit via the ε-strip activity

Kyeong Hah Roh

263–279

The transitional stages in the PhD degree in mathematics in terms of students' motivation

Eirini Geraniou

281–296

Visual templates in pattern generalization activity

F. D. Rivera

297–328