This volume contains 41 papers, 10 abstracts/research notes, and an after-dinner speech "The Book of Genesis and the Chronicles of the People of ASERA (Australasian Science Education Research Association). Paper titles include: "Improving students' understanding of carbohydrate metabolism in first-year Biochemistry at tertiary level"; "Students' learning in science lessons: towards understanding the learning process"; "Intention and practice in school science education"; "Teaching science in primary schools: what knowledge do teachers need?"; "Pre-service teachers' use of problem-solving in primary science"; "Group interactions in science practical work"; "Teaching portfolios: developing quality learning in pre-service science teachers"; "From science teacher to technology facilitator: a case study of Katherine"; "Progression in school science curriculum: a rational prospect or a chimera?"; "The development of a K-3 science profile in the context of the National Science Statement and Profile"; "Newton's Third Law after Newton"; "Concept substitution: an instructional strategy for promoting conceptual change"; "An examination of the predictions and explanations of pre-service nurses across a range of contexts involving the same principles of fluid physics: a preliminary study"; "Learning to learn in informal science settings"; "Technology education and science education: engineering as a case study of relationships"; "First-year tertiary students' understanding or iron filing patterns around a magnet"; "Application of genetics knowledge to the solution of pedigree problems"; "Student beliefs and learning environments: developing a survey of factors related to conceptual change"; "Subject competency of teachers and level of dependence on resource packs to teach levers, gears and pulleys"; "Explainers' perceptions of visitors' learning at an Interactive Science and Technology Centre"; "Technological problem solving in two science classrooms"; "Images in mirrors: recollections, alternative explanations and modes of cognitive functioning"; "Responses to an interactive science exhibit in a school setting"; "Diagram predication and higher order structures in mental representation"; "Perceptions of assessment in a senior physics class"; "Gender inclusive curricula: a focus on two responses"; "Knowing and learning about science in a preservice setting: a narrative study"; "Factors perceived to have enabled 25 women to develop expertise to teach primary science"; "The effect of the direction of motion on students' conceptions of forces"; "Measuring affective outcomes from a visit to a Science Education Centre"; "Students' thinking in a chemistry laboratory"; "Data handling in the primary science classroom: children's perception of the purpose of graphs"; "'Have you got any cholesterol?': Adults' views of human nutrition"; "A constructivist approach to secondary school science experiments"; "'I want to find out how the sun works!' Children's sociodramatic play and its potential role in the early learning of physical science"; "Narrative in the science curriculum"; "Comprehension of non-technical words in science: the case of students using a 'foreign' language as the medium of instruction"; "Children's interests in geology and biology"; "Consistency of children's use of science conceptions: problems with the notion of 'conceptual change'"; "Self-efficacy and science anxiety among pre-service primary teachers: origins and remedies"; and "Teacher professional development: which aspects of in-service do teachers believe influence their classroom practice?" (MKR)