Line 1: Science education in formal contexts in Pre-school and Primary Education Curriculum development. Implementation of reforms. Comparative studies. Educational policies. Professional competences of teaching teams. Inclusive education.

Line 2: Science education in formal contexts in Secondary Education Curriculum development. Comparative studies. Educational policies. Professional competences of teaching teams. Inclusive education.

Line 3: Science education in non-formal, informal and virtual contexts Research in museums, science centres… Processes of innovation in training proposals. Relationship between audience-educational scenery. Competences of educational teams from non-formal institutions- Design and implementation of technological tools. Modelling and usage of technology. Science education and social network. E-Learning in virtual contexts. Inclusive education in non-formal, informal or virtual contexts.

Line 4: Science education at university Design, implementation and assessment of the educational proposals for Science Education at the university. Programs, methodology and policies. Inclusive education.

Line 5: Initial and ongoing training of teachers of Pre-school and Primary Education Programs, methodology and policies in Teacher’s training. Professional competences. Innovations in training proposals. Lifelong learning. Research-Action proposals. Attention to diversity. Line 6: Initial and ongoing training of teachers of Secondary Education and Professors Programs, methodology and policies in Teacher’s training. Professional competences. Innovations in training proposals. Lifelong learning. Research-Action proposals. Training of professors in Science. Attention to diversity.

Line 7: Environmental education Methodology and innovative experiences. Curriculum greening. Sustainability and curriculum. Life styles and quality. Impacts and assessment of programs on environmental education, education for sustainability, the decreasing and health education. Professional competences of the teaching teams in environmental education and education for sustainability.

Line 8: History and nature of science Consequences of nature in science, the history, the philosophy, the sociology and the epistemology in Science Education. The meaning of models and modelling for Science Education. The relevance of the use of metaphors, analogies, simulations… in Science Education.

Line 9: Learning science. Cognitive, emotional and social factors Social, cognitive and affective dimensions in Science Education. Development of scientific competence. Languages of representation and organization within the learning context. Cooperative learning. Student’s learning process with specific needs of educational support.

Line 10: Learning progressions and modelling Mental models, building and usage of Science learning strategies, learning progressions.

Line 11: Language and scientific argumentation Usage of evidences in the argumentation in Science Education. Assessment practices of communicative processes. Critical thinking. Discourse analysis. Saying and writing Science in the classroom context.

Line 12: Science education in context and social scientific controversies Studies on scientific literacy. Science Education and citizenship. Science Education in the mass media. Decision-making abilities and critical thinking. Social scientific debates. Community perspective. Social dimension of techno-science. Public dimension of Science and Science Education. Competence development. Social scientific controversies for the citizenship’s scientific literacy.

Line 13: Interdisciplinarity, globalization and complexity Theoretical development of the complexity principles in Science Education. Design and application of theoretical proposals that involve complexity principles. Science Education and Interdisciplinarity. Science Education and globalization. Languages of representation of complex systems. Complexity and scientific learning. Equity and social, multicultural and linguistic diversity.

Line 14: Design, implementation and assessment of programs and educational proposals Relations between the learning practices and the cognitive and affective student’s development. Planning of interventions for teaching-learning. Research on interventions, curriculum, monitored learning and teaching role in the activities, laboratory practices. Assessment methods and tools for programs and projects. Assessment of student’s learning. Regulatory assessment.

Line 15: Science education and gender Gender studies. Scientific learning and gender. Science teaching with a gender perspective.