Reviews collateral learning theory as a cognitive explanation for how pupils cope with disparate worldviews mediated by transcending cultural borders between their everyday culture and the culture of science. Proposes a new pedagogy in which teachers assume the role of culture broker in the classroom to achieve culturally sensitive curriculum and…

Investigates the validity of an instrument used to identify factors perceived as stressful by secondary science students. Results indicate that students regarded the fear of scoring low marks in examinations as the most stressful factor and that perceptions of factors vary with location of students and ethnic groupings. Appendix includes the…

Explores the possibility that the concept-mapping strategy could be a fruitful way of reducing the anxiety levels of students as well as helping to change their attitudes towards concepts. Concepts from the areas of ecology and genetics were given to pre-degree biology students. Experimental results confirmed the effect. (YP)

The purpose of this study was to determine the socio-cultural factors which mitigate against the learning and teaching of science in the secondary school. It was found that authoritarianism, goal structure, the African world-view, societal expectation, and sacredness of science have significant effects on the learning of science. (CW)

Reported is a study in which secondary school students assessed their teachers for characteristics of effective science teaching. It was shown that the instrument used was highly valid and reliable and that secondary school students could effectively assess their teachers' pre-classroom characteristics, teaching behaviors, personality, and…