“<i>Learning Science</i> provides international examples illustrating how to capture students’ imagination and wonder through project-based learning. Teachers, researchers and policymakers will learn concrete strategies for increasing student engagement in science.”—Katherine L. McNeill, coauthor of <i>Supporting Grade 5–8 Students in Constructing Explanations in Science: The Claim, Evidence and Reasoning Framework for Talk and Writing</i><br /><br />“<i>Learning Science</i> argues convincingly why engagement is so important in science learning and how it can be achieved. It should be required reading for every science teacher and school administrator.”—David Fortus, Weizmann Institute of Science<br /><br />“Here’s your invitation to join the conversation about reforming science education frameworks and learning environments. <i>Learning Science</i> scratches below the surface, exploring the minds of teachers and students, and suggests much-needed STEM education advancements.”—Richard A Duschl, Texas Instruments Distinguished Chair, Southern Methodist University<br /><br />“<i>Learning Science</i> shows in an excellent way how research on motivation and learning can help to develop interventions to increase learners’ interest in STEM subjects. In particular, these interventions are needed to increase women’s motivation to enter STEM fields.”—Sari Lindblom, University of Helsinki<br /><br />“<i>Learning Science</i> is an essential read for researchers and education practitioners who are interested in how project-based learning in science plays out in two quite different national contexts.”—Ronald Marx, University of Arizona<br /><br />