University Science and Mathematics Education in Transition

This general social context in which universities and knowledge production are placed has been given different names: the informational society, the knowledge society, the learning society, the post-industrial society, the risk society, or even the post-modern society.

Introduction.- Section 1: Changes in the Teaching-Learning Process.- From Assenting to Asserting: Stimulating Learners to Take Initiative.- Problem-Oriented and Project-Organized University Studies: How to Develop Mathematical Modelling Competency.- A Reflective Science Education Practice: Why, What and How?.- The Development of a New Chemistry Laboratory Course.- Assessment as a Contract-Like Relationship in Undergraduate Mathematics Education.- Section 2: Changes in academic cultures.- Cultural Models of Gender in Sciences: Women in Physics from a Cultural-Psychological Magnifying Glass.- There Is More to Mathematics than What I Imagined! Tensions in a Mathematics Education Course for Mathematics Students.- The Gap Between University and the Workplace: Examples from Graphing in Science.- The Culture of Mathematics and the Mathematical Culture.- Science and Mathematics Teachers'' Views on ''Good'' Teaching.- Section 3: Structural Changes Impacting Science and Mathematics Education.- Conceptions of Universities as Organizations and Changes in Science and Mathematics Education.- Reform of University Studies: Does the Painting Get Better When You Change the Size of the Frame?.- The Role and Means for Tertiary Didactics in a Faculty of Science.- PBL as an International Organizational Challenge.- Section 4: Changes in the View of Science and Mathematics.- Science Education in Motion.- Modernity, Science, and Democracy.- Beyond the Assumptions of Modernity in University Science and Mathematics Education.