How might exemplary practice be represented by teachers' narratives? How might such representations be analyzed? How might theory and practice be related? "Analyzing Exemplary Science Teaching" is a text that seeks to combine educational theory and practice through analysis of a series of teachers' descriptions of "exemplary" science lessons. The book comprises edited chapters with a common goal; to explore features of high-quality learning and teaching in the sciences. Early chapters describe classroom practice written by well-respected and insightful classroom teachers and students. Later chapters, authored by scholars of international standing, have a theoretical focus and utilize educational theory to discuss, define and analyze documented practice. A unique feature is the use of annotated comments to cross-reference descriptions of practice with theoretical analysis. The text has an international flavor; the lessons described and analyzed come from middle and secondary schools in Australia, Canada and the United Kingdom. Following a foreword by Bill McComas, and a general preface, this book is divided into four parts. Part One, Creating Possibilities, presents: Introduction: Accounts, Theoretical Lenses and Possibilities for Practice (Steve Alsop, Erminia Pedretti, and Larry Bencze). Part Two, Teachers' Accounts, includes: (1) Case One: Kidney Function and Dysfunction--Enhancing an Understanding of Science and the Impact on Society (Keith Hicks); (2) Case Two: Episodes in Physics (George Alex Przywolnik); (3) Case Three: Recollections of Organic Chemistry (Josie Ellis); (4) Case Four: The Science Class of Tomorrow? (Richard Rennie and Kim Edwards); (5) Case Five: Science with a Human Touch: Historical Vignettes in the Teaching and Learning of Science (Karen Kettle); (6) Case Six: Exploring the Nature of Science--Reinterpreting Burgess Shale Fossils (Katherine Bellomo); (7) Case Seven: Motivating the Unmotivated--Relevance and Empowerment through a Town Hall Debate (Susan A. Yoon); (8) Case Eight: Mentoring Students Towards Independent Scientific Inquiry (Alex Corry); (9) Case Nine: Learning to Do Science (Gabriel Ayyavoo, Vivien Tzau, and Desmond Ngai); and (10) Case Ten: Practice Drives Theory--An Integrated Approach in Technological Education (James Johnston). Part Three, Account Analysis, contains: (1) Analysis One: Challenging the Traditional Views of the Nature of Science and Scientific Inquiry (Derek Hodson); (2) Analysis Two: Developing Arguments (Sibel Erduran and Jonathan Osborne); (3) Analysis Three: STSE Education--Principles and Practices (Erminia Pedretti); (4) Analysis Four: Conceptual Development (Keith Taber); (5) Analysis Five: Problem-Based, Contextualised Learning (Ann Marie Hill and Howard Smith); (6) Analysis Six: Motivational Beliefs and Classroom Contextual Factors--Exploring Affect in Accounts of Exemplary Practice (Steve Alsop); (7) Analysis Seven: Instructional Technologies, Technocentrism and Science Education (Jim Hewitt); (8) Analysis Eight: Reading Cases--Central Themes in Teachers' Accounts of Exemplary Science Practice (John Wallace); (9) Analysis Nine: Equity in Science Teaching and Learning--The Inclusive Science Curriculum (Leonie Rennie); and (10) Analysis Ten: School Science for/against Social Justice (Larry Bencze). Finally, Part Four, Possibilities, Accounts, and Theoretical Lenses, presents: (1) Exemplary Science Teaching: Voice, Vision and Viewpoints (Erminia Pedretti, Larry Bencze, and Steve Alsop); and (2) Representing Exemplary Science Teaching (Larry Bencze, Steve Alsop, and Erminia Pedretti). Notes about contributors; and an index are also included.