Chapter 1. Scientific thinking skills in the classroom. Theoretical and methodological contributions to promote and develop higher level learning(Mario Quintanilla G.) .- Chapter 2. Discourse construction in the classroom (Antonia Candela).- Chapter 3. Models and analogies in physics teaching.

Guidelines for didactic planning on atomic models (Agustín Adúriz-Bravo, Leonor Bonan).- Chapter 4. Experimental practices in the scientific enculturation process (Anna Maria Pessoa de Carvalho).- Chapter 5. Some culinary preparations, a support for work in the chemistry classroom (Núria Solsona i Pairó).- Chapter 6. Chemistry for the citizen (Mercé Izquierdo i Aymerich).- Chapter 7.

Reading in the process of learning about scientific models (Anna Marbà Tallada, Conxita Márquez Bargalló, Isabel Pau, Àngels Prat Pla).- Chapter 8. Telematic communication of sciences. BSCW environment (Anna Llitjós Viza).- Chapter 9. "Reflective dialogic diaries" in the initial training of natural sciences and biology teachers (Maria Inés Copello Levy).- Chapter 10. The initial training of natural science teachers in Colombia (Rómulo Gallego Badillo, Royman Pérez Miranda, Luz Nery Torres de Gallego, Rafael Yecid Amador Rodríguez).

- Chapter 11. The history of science in education and teacher training (Mari A. Lires).- Chapter 12. The evaluation of trainee science teachers: an approach from emerging professionalism, social position and the representation of knowledge and theoretical models (Alberto Labarrere Sarduy, Mario Quintanilla Gatica).- Chapter 13. Modeling: a proposal to rethink the science we teach (Pilar García, Neus Sanmartí).- Chapter 14.

The teaching of chemistry in secondary school. The case of Mexico (José Antonio Chamizo, Armando Sánchez Martinez, Maria Elena Hernández Castellanos).- Chapter 15. How teachers approach the teaching of chemical equilibrium (Beatriz Macedo, Raquel Katzowicz).