Crossing the Border of the Traditional Science Curriculum

Acknowledgements; Introduction; Curricular Innovation and Didactic-Pedagogical Risk Management: Teaching Modern and Contemporary Physics in High Schools; Elementary Particle Physics for High Schools; Particle Accelerators and Didactic Obstacles: A Teaching and Learning Experience in São Paulo and Cataluña; A Teaching-Learning Sequence on the Concept of Mass and Required Skills for Teaching Relativity; Science Stand: Crossing Borders between Sciences, Arts, and Humanities in a Decentralized Science Dissemination Program; Computer Simulations and Students’ Difficulties in Reading Visual Representations in Science Education; Praxeology and the Use of Educational Robotics in the Teaching of Physics; Teaching Solar Physics in a Partnership between Formal and Non-Formal Education; Curricular Innovation in Modern and Contemporary Physics in Ongoing Training Courses: Professional Profile, Motivation Change, and Teacher Difficulties; A Game Designed to Tackle Controversies about the Nature of Science: Debates Regarding Science Funding Based on Studies of the History of Cosmology in the First Half of the 20th Century; A Proposal for Overcoming Obstacles to Teaching Natural Science: Evaluating a History of High School Cosmology Courses; The Role of Narrative Thinking in Learning Scientific Concepts; Interwoven Thoughts: Rethinking the Current Picture of Physics Knowledge.