Investigates the pros and cons of integrating environmental education into the school curriculum. Focusing solely on environmental education's role in the school curriculum ignores a range of factors that affect its efficacy in the majority of the world. Suggests a conceptualization of environmental education that takes into account a range of…

Comments on the article 'Time to Change Drivers for Science Literacy' by Peter Fensham and addresses two issues: (1) Why is reforming the science curriculum so hard?; and (2) What are the potential possibilities of and problems with Fensham's reform proposal? (Contains 12 references.) (Author/YDS)

Comments on new ideas being charted by new scientists and new science educators. Discusses two directions and examines who the scientists working in science education and the science educators are. Describes the disciplines, scholars, and scientists studying the structures and processes of knowledge growth and development in individuals and among…

Describes the history of science and its purposes in school curriculum, and the reform movements in science education. Explains confusion of "literacy" and "literate" and the use of mass media as a major source for scientific literacy. Discusses science for all and science for possible future scientists. (Contains 41 references.) (Author/YDS)

Comments on Fensham's (2002) argument that it is "time to change drivers for science literacy". Explains the science, technology, and society (STS) movement which has been a candidate for remodeling the curriculum to achieve universal scientific literacy. Makes a plea for teaching students how to find out about the science underlying current…

Comments on Fensham's suggestion for a change of driver for developing new curricula in school science. Discusses the support needed for a curriculum driven by societal experts, unintentional contributions to the existing problem, and a personal research agenda. (Author/YDS)

Alternatives to traditional science education will remain as limited as their predecessors unless the very structures of schooling are called into question. Alternatives cannot be designed at the drawing board by theoreticians but must be grounded in praxis, thereby providing concrete trajectories along which science education can actually change.…

Raises questions about the purpose and scope of research in science education and comments on the questions that have occupied the attention of most researchers in science education in recent years. (Author/MM)

Attempts to make explicit the recurrent tensions in debates about the purpose of science education and considers past frameworks for the aims of science education, arguing that no one element of the range of goals of science education should be over-emphasized at the expense of others. (Author/MM)

Explores some of the complexity of the influences that shape teacher practice in relation to teachers' theories, knowledge, and beliefs about the teaching of mathematics. Focuses on the relationships that exist between teachers' espoused theories and their theories-in-use. (Author/MM)