Introduction by the Series Editors -- Introduction: Context-Based Learning Environments in Science -- Section I: Perceptions and Characteristics of Context-Based Learning Environments -- Bringing Science to Life: Research Evidence -- Place-Based Learning Environments: Environmental Education in Teacher Education -- Science Kits: Learning Chemistry in a Context-Oriented Learning Environment -- Teaching and Learning in Context-Based Science Classes: A Dialectical Sociocultural Approach -- Section II: Teachers Creating Context-Based Learning Environments -- Teachers in Learning Communities: An Insight into the Work of the Project Chemie im Kontext -- Measuring Context-Based Learning Environments in Dutch Science Classrooms -- Interaction between Teachers and Teaching Materials: Creating a Context-Based Learning Environment in a Chemistry Classroom -- Supporting Teachers to Transform Their Classes into a Context-Based Learning Environment: Inquiry as a Context -- Analysing Middle School Students’ Perceptions of Their Science Classroom in Relation to Attitudes and Motivation -- A Framework for Empowering Teachers for Teaching and Designing Context-Based Chemistry Education -- Context-Based Science Education in Senior Secondary Schools in The Netherlands: Teachers’ Perceptions and Experiences -- Concluding Reflections on Context-Based Learning Environments in Science -- Reviewers of the Chapters in This Volume -- About the Authors -- Index."Context-based science education has led to the transformation of science education in countries all over the world, with changes also visible in learning environments and how these are being shaped. These changes involve authentic problems on research and design, new types of interactions within communities of practice, new content areas and also new challenges for teachers in teaching, motivating, scaffolding and assessing their students, among other things. This book focuses on context-based science education and its resulting changes in the perspective of research on learning environments. It also focuses on the implications for the teachers and the professional development of their competencies and beliefs. The book consists of eleven chapters by experts in various themes surrounding learning environments research and science education, preceded by and concluded with a chapter with reflections on context-based learning environments in science by the editors of this book. The conclusion they draw is that professional development of science teachers may be the most important and the most difficult part of the process of teachers creating context-based learning environments in science, as is the focus in the title of this book." .