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In this project, we designed, developed, implemented and refined a teaching-learning sequence (TLS) on density as materials’ property, applied into floating/sinking (F/S) phenomena. The main features of the TLS are the promotion of inquiry-based learning, enhanced by ICT tools and real experiments. A real-life scenario aimed to increase students’ interest and motivation, while in parallel, it was a link between science and technology. The main aims of the TLS were to improve fifth graders’ conceptual understanding of density and F/S, as well as procedural and epistemological understanding related to the control of variables strategy and the nature and role of models. In this paper, we are focusing both on the process of design and the refinement of the TLS. More specifically, we describe and justify the refinements from the first to the second implementation of the TLS, classifying them according both to Pickering’s model of scientific practice and to the origin of the data indicating the refinement. Most of the refinements refer to the procedural and the epistemological knowledge, while few concern the conceptual content of the TLS. In addition, the majority of refinements were guided by educational factors, and only a few, by scientific factors. The educational factor guides local-guided refinements, while the scientific factor guides holistic-open refinements.

Research in science teacher thinking and constructivist pedagogy calls for an expanded knowledge base of teaching, and raising the issue of teaching and understanding of such knowledge by students during teacher education. In the present paper we discuss certain recent studies concerning teachers’ knowledge base; besides we present and discuss a framework for developing and investigating courses in science teacher education; finally, in the third part, we present aspects of a case study illustrating the suggested framework.