This open access volume presents full papers from peer-reviewed contributions to the ERIDOB 2024 conference, hosted at the University of Lyon, France, July 1–5, 2024. It showcases contemporary research exploring key influences on the advancement of biology education and teacher development. The empirical studies are organized into four focal areas: Teaching Strategies and Learning Environments; Students’ Knowledge, Conceptions, Values, Attitudes, and Motivation; Outdoor and Environmental Education; and Biology Teachers’ Professional Development. This volume serves as a valuable resource for biology educators at all levels and supports teacher training worldwide through evidence-based insights and pedagogical innovations.

Author Biography

Olivier Morin is a qualified Biology teacher who has passed the high-level competitive exam in France called aggregation, and a doctor in educational sciences. Since 2017, he has been a lecturer within the S2HEP Research Unit (Science, Society, Historicity, Education and Practices) at Claude Bernard Lyon 1 University, France. He has been deputy director of this research unit since 2021. He chaired the organization of the ERIDOB 2024 conference in Lyon, France.

Marcus Hammann is Professor of Biology Education at Muenster University, Germany. He is a certified biology teacher and earned a PhD in Biology Education at the Leibniz Institute for Science and Mathematics Education (IPN) at Kiel University, Germany, in 2003. His research focuses on cognitive and affective aspects of biology education, including research on students’ and teachers’ attitudes, students’ interests and their ability to think across the levels of biological organizations.

Catherine Bruguière is a doctor in educational sciences. Since 2002, she has been a lecturer in didactics of biology within the S2HEP Research unit (Sciences Society Historicity Education and Practices at the Lyon 1 University, France. She chaired the organization of the ESERA 2011 conference in Lyon, France. She is a biology teacher trainer for primary school teachers at the INSPE of the Lyon Academy, France.

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