General scientific literacy includes understanding the grounds on which scientific claims are based. The measurements scientists make and the data that they produce from them generally constitute these grounds. However, the nature of data generation has received relatively little attention from those interested in teaching science through inquiry.…

Lectures are often thought of in terms of information transfer: students (do not) "get" or "construct meaning of" what physics professors (lecturers) say and the notes they put on the chalkboard (overhead). But this information transfer view does not explain, for example, why students have a clear sense of understanding while they sit in a lecture…

Science educators often suggest that students should learn science in ways and settings that bear family resemblance with "the real thing." Internship in science laboratories constitutes one such way in which students may learn science and learn about science. However, very little is known about "how" participants experience a science internship…

Most academic science educators encourage teachers to provide their students with access to more authentic science activities. What can and do teachers say to increase students' interests in participating in opportunities to do real science? What are the discursive "resources" they draw on to introduce authentic science to students? The purpose of…

In the past several years a number of authors have suggested that science education could benefit from insights gained by research in the social studies of science that documents and theorises science as it is actually done. There currently exist two gaps in the literature. First, most research in science studies are concerned with the practices…

Analyzes the 'publish or perish' enterprise focusing on the origins of editorial power and knowledge. Explores how tenure, promotion, and salary decisions are important elements that accrue power and knowledge for journal editors. (Contains 26 references.) (DDR)

Consists of a metalogue between two authors in which critical issues associated with peer review are identified. Highlights theory and practices that are salient to the continued improvement of science education. (DDR)

Examines inscriptions in texts usually available to students in high school and undergraduate science courses in course textbooks and journal articles. Reports on the differences existing in the frequency of different types of inscriptions that appear unrelated to the interpretive competencies of the students for whom they are intended. (Contains…

Argues for the use of autobiography paired with radical doubt as a strategy to arrive at intersubjectivity, thereby avoiding false claims to objectivity and failure-prone inner (hyper) subjectivity. Uses this argument to introduce the contributions to the special thematic journal issue of which this paper is a part. (Contains 24 references.)…

Describes science educators trying to effect systemic change as actors in a cultural field struggling to change it. Uses a conversational hermeneutic analysis of autobiographical writings to examine some of the salient features of bringing about change in science education. (Contains 35 references.) (Author/WRM)

Illustrates the use of auto- and biographical materials as part of a research process concerned with problematic aspects of learning science. Draws on an extended study of graphing among university students and research scientists, and on the autobiography and interview data from one of the authors to point out some of the sources of difficulties…

Describes one teacher's first attempt to understand the role of students' self-evaluations of their process and products in a science unit centered upon open-ended projects. Describes the social structure in student group self-evaluation, and explains the important role students' self-evaluations can play as part of an open-ended project learning…

Describes an investigation into the accuracy of high school science students' confidence in their answers on classroom tests, how that accuracy varied between different types of questions, and whether having to judge their confidence in test items resulted in an improvement in accuracy over the school year. Contains 33 references. (Author/WRM)

Reports on learning when engaged in a four-month experience of co-teaching a water unit in a seventh-grade classroom. Suggests that co-teaching allows for a mode of learning that is not captured by Schon's notions of reflection-in-practice and reflection-on-practice. Concludes that co-teaching, as co-learning, is praxis. Contains 26 references.…

Provides a framework for and a guide to the multiple links between the 10 articles in this issue that address science and technology and science education. Argues for creating a more accurate image of science. Contains 30 references. (DDR)