This book offers novel approaches, theoretical insights and results on the development of students' and teachers' interest in science as situated learning.

It was originally published as a special issue of the International Journal of Science Education.

Per-Olof Wickman is Emeritus Professor in Science Education at Stockholm University. His interests include (1) developing conceptual models assisting teachers in planning, analysing, designing and assessing science teaching and learning, (2) exploring how communication and discourse can be organized to support interest and learning, and (3) understanding conditions for professional development.

Vaughan Prain is Professor in Education with a research focus on student multimodal learning in science and teacher professional learning to support this process.

Russell Tytler is Deakin Distinguished Professor of Science Education at Deakin University. He researches student reasoning and learning through the multimodal languages of science, socio scientific issues and reasoning, school-community partnerships, STEM curriculum policy and practice, teacher professional learning, climate change education.

Overview 1. Aesthetics, affect, and making meaning in science education: an introduction 2. Addressing methodological challenges in research on aesthetic dimensions to classroom science inquiry 3. Supporting aesthetic experience of science in everyday life 4. The role of aesthetics in learning science in an art-science lesson 5. How does a science teacher distinguish himself as a good professional? An inquiry into the aesthetics of taste for teaching 6. Aesthetic experience and imagination in early elementary school science - a growth of 'Science-Art-Language-Game' 7. Aesthetics and STEAM education: the case of Korean STEAM curricula at the art high school 8. The role of aesthetics in the teaching and learning of data modelling