Information and Communication Technologies (ICT) have opened new ways of learning science. With ICT tools, for example, learners have now access to enhanced hands-on experiments and empirical data such as simulations and virtual reality environments in several areas of physics, chemistry, biology and nano-science. These developments have changed the context of learning natural sciences in the initial education, as well as during vocational education and professional training. Moreover, by supporting collaborative learning and providing tools to outline and test hypothesis, ICT facilitate new pedagogical approaches, including problem-based and inquiry learning. The recent emergence of mobile learning creates the possibility to include on-the-field approaches and to lower barriers between formal and informal learning, thereby opening new avenues to lifelong learning of science.

This special issue of eLearning Papers will examine how ICT can enhance science education, from the perspectives of the learner and the teacher-trainer. Among the issues to be addressed are the following themes, reflecting the current trends of innovation, research and development:
- Computer tools and environments for scaffolding inquiry, design, problem and project-based learning
- Mobile tools for collecting field data
- Intelligent games for learning science
- Simulation and virtual phenomena representation
- Tools to support scientific argumentation
- User modelling and intelligent support

Based on the new technologies and the technology enhanced research-based knowledge now available, which strategies and pedagogical approaches best benefit from the use of ICT? Which is the impact of technology-based science education on curricula and assessment? How can teacher training take recent ICT innovations into account?
We are looking for articles and practical case descriptions with real life examples about how ICT have been already used for science education.

The submissions need to comply with the following guidelines:
- Submission language: English
- Executive summary: Every submission must include an executive summary of 250-320 words.
- Keywords: 3-6 descriptive keywords need to be included
- Full texts: Full texts must have 2,000-6,000 words and must be divided into chapters with indicative subtitles.
- References: All the references must be adequately cited and listed.
- Author profile: The authors must publish their profile with full details in the elearningeuropa portal
- See the complete guidelines at: www.elearningpapers.eu/index.php?page=collab_guide

The article submission closes on 3 MAY 2010. The provisional date of publication is July 2010. For further information and to submit your article, please contact: editorial@elearningeuropa.info

Guest editors
- Nicolas Balacheff, CNRS, Laboratoire d'Informatique de Grenoble, France
- Sibel Erduran, University of Bristol, United Kingdom