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WILLIAM F. McCOMAS ( firstname.lastname@example.org) University of Arkansas,
Fayetteville AR, USA; MICHAEL J. REISS ( email@example.com) University
College, London; EDITH DEMPSTER ( firstname.lastname@example.org) University of
KwaZulu, Natal, South Africa; YEUNG CHUNG LEE ( email@example.com.
tw) Education University, Hong Kong; CLAS OLANDER (clas.olander@mah.
se) Malmö University, Malmö Sweden; PIERRE CLÉMENT (clement.
firstname.lastname@example.org) University Aix-Marseille, ENS de Lyon-IFE, France; and DIRK
JAN BOERWINKEL ( D.J.Boerwinkel@uu.nland) AREND JAN WAARLO are at
Utrecht University, Utrecht, Netherlands.
A version of this paper was published in the proceedings of the 11th
conference of the European Researchers in Didactics of Biology (ERIDOB)
held at Karlstad University in Sweden in 2016 which resulted from a panel
discussion organized by W. F. McComas to support the conference theme
Challenges in Biology Education Research.
ERIDOB holds a biannual European conference providing a forum for the
global biology education research community including both teachers and
researchers to come together and discuss their work, with contributions
from all those interested in the issues of biology teaching and learning.