| Foreword and Contents | 6 |
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| 1 New Directions in Science Education and the Culture of the School – The CROSSNET Project as a Transnational Framework for Research | 10 |
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| 1 The CROSSNET project as a framework for transnational research | 10 |
| 2 CROSSNET as an intervention into local practices – solving the problem of transnational comparisons | 12 |
| 3 Science education: A broadening perspective for curriculum and practice | 14 |
| 4 Curriculum innovation and communities of practice | 15 |
| 5 Crossing boundaries as a complex interaction of systems of activity over time | 17 |
| 6 Mediating tools and their role in change | 20 |
| 7 Boundary crossing and the elements of activity | 24 |
| 8 Boundary crossing and expansive learning: Concluding comments | 28 |
| 2 Innovation in the Science Curriculum: The Intersection of School Practice and Research | 34 |
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| 1 The need for new models of change in curriculum reform: The present situation | 34 |
| 2 Theoretical background of boundary crossing | 36 |
| 3 Crossing boundaries: A complex process in curriculum innovation | 42 |
| 4 Creating settings for discourse across boundaries: The Curriculum Workshop as one example | 44 |
| 3 CROSSNET in Practice: An Analysis of Teacher Response | 50 |
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| 1 Goals of the study, theoretical background | 51 |
| and research questions | 51 |
| 2 Research approach and methods | 53 |
| 3 Research findings – CROSSNET in action | 56 |
| 4 Summary and discussion | 64 |
| 4 Crossing Boundaries Through School-Based Collaboration for Innovative Science Teaching | 68 |
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| 1 Introduction | 69 |
| 2 Implementation and dissemination of a context-oriented approach (Case study 1) | 71 |
| 3 Development of interdisciplinary lesson sequences and materials for conducting class excursions to the island of Föhr (Case study 2) | 74 |
| 4 Implementing a partnership between a school and an enterprise (Case study 3) | 77 |
| 5 School-based teacher training as a tool to implement a standards-based and integrated syllabus (Case study 4) | 80 |
| 6 Improving physics teaching by cooperation with | 83 |
| teachers from other science subjects (Case study 5) | 83 |
| 7 Summary and conclusions | 85 |
| 5 Enhancing Language Awareness in Science Education by Means of Content and Language Integrated Learning | 92 |
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| 1 Content and Language Integrated Learning in science education | 93 |
| 2 The CROSSNET intervention | 97 |
| 3 Methods and outcome | 100 |
| 4 Conclusions | 110 |
| 6 School-Based In-Service Teacher Education as a Way of Promoting Integrated Teaching and Learning of Science Subjects | 114 |
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| 1 Introduction | 114 |
| 2 Aim of the study | 116 |
| 3 Description of the schools participating in the project | 118 |
| 4 Research method | 122 |
| 5 Procedure and results | 123 |
| 6 Conclusions | 133 |
| 7 Facing Barriers in Teaching Chemical Equilibrium – Approaches Based on the Use of ICT | 136 |
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| 1 Introduction / background | 137 |
| 2 Presenting the project | 138 |
| 3 The case study | 144 |
| 4 Outputs and recommendations | 151 |
| 8 Reform in Biology Education: Teachers and searchers in a Process of Negotiation | 162 |
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| 1 Introduction | 162 |
| 2 Improving the quality of biology instruction | 167 |
| 3 Findings | 175 |
| 9 Crossing Boundaries by Changing the Culture of Teaching | 194 |
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| 1 Introduction | 194 |
| 2 The project design | 198 |
| 3 Boundary Crossings and a key question | 202 |
| 4 Data collection | 204 |
| 5 Data analysis | 206 |
| 6 Data interpretation | 210 |
| 7 Personal reflection | 212 |
| 10 Innovations in Science Education Through School | 220 |
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| University Partnership | 220 |
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| 1 Introduction | 220 |
| 2 Background and cultural context | 222 |
| 3 An emerging framework for the study | 224 |
| 4 Research methodology | 228 |
| 5 Findings from CROSSNET Ireland | 229 |
| 6 Discussion and future directions | 236 |
