This study investigated students' interpretation of diagrams representing the human circulatory system. We conducted an interview study with three students aged 14-15 (Year 10) who were studying biology in a Hong Kong school. During the interviews, students were asked to interpret diagrams and relationships between diagrams that represented…

This study investigated the mental representations of metallic bonding and the malleability of metals held by three male students aged 14-15 (Year 10) who were attending a Hong Kong school. One student was selected by their chemistry teacher as representing each of the highest, the medium, and the lowest level of attainment in chemistry in a…

Studies analyzing explanations that have been constructed by science students have found that they were generally weak and lack necessary features. The goal of this study was to establish the competencies that one needs to construct a scientific explanation. Scientific explanations can be looked at in three ways, in terms of their function, form…

For many years, formal school science education has been criticised by students, teachers, parents and employers throughout the world. This article presents an argument that a greater collaboration between the formal and the informal sector could address some of these criticisms. The causes for concern about formal science education are summarised…

This study analyzes the short-term consequences of visitors' use of different types of exhibits (i.e., "exemplars of phenomena" and "analogy based") together with the factors affecting visitors' understanding of and their evaluation of the use of such exhibits. One hundred and twenty five visitors (either alone or in groups) were observed …

"Context-based courses" are increasingly used in an address to the major challenges that science education currently faces: lack of clear purpose, content overload, incoherent learning by students, lack of relevance to students, and lack of transfer of learning to new contexts. In this paper, four criteria for the design of context-based courses…

Although an understanding of nature of science is a core element in scientific literacy, there is considerable evidence that school and university students hold naive conceptions about it. It is argued that, whilst the failure to learn about nature of science arises from its neglect in formal science education, a major reason is the adherence to…

This is a study of the opportunities currently provided by interactive science and technology centres for visitors' engagement in the field of acoustics. E-mails, requesting a description of exhibits on acoustics (sound and hearing) in use, were sent to members of staff of interactive science and technology centres around the world as well as to…

This short paper outlines the emergence and achievements of the Science Education Research Unit at the University of Waikato over the period 1979-1985 under the leadership of the late Dr. Roger Osborne. Following his attendance at the ASERA meeting in Wagga Wagga in 1977, Roger Osborne rapidly built up a very productive team, which he led until…

Some of the most pressing problems currently facing chemical education throughout the world are rehearsed. It is suggested that if the notion of "context" is to be used as the basis for an address to these problems, it must enable a number of challenges to be met. Four generic models of "context" are identified that are currently used or that may…

Framed by a "personal constructivist" perspective, this study analyses visitors' use of spontaneous memories in understanding different types of interactive exhibits, the nature and sources of the retrieved memories, and the way that visitors relate an exhibit analogically to memories of previous exhibits. One hundred and thirteen visitors (either…

A semi-structured interview was used in Brazil to enquire into the "notion of model" held by a total sample of 39 science teachers who were: employed in "fundamental" (6-14 years) and "medium" (15-17 years) schools; student science teachers currently doing their practicum; and university science teachers. Seven "aspects" of their notions of a…

Focuses on (n=39) Brazilian science teachers' perceptions of the role of models in science teaching and uses semi-structured interviews to inquire into the knowledge of models and modeling. Reports three groups of ideas: (1) the status and value of models; (2) the influences that inform the translation of these general ideas; and (3) responses to…

Interviews visitors at the Australian National Science and Technology Center. Reports that when using an exhibit, visitors experience a reminder of a similar experience that forms the basis for interpreting the exhibit. Proposes a model for "personal awareness of science and technology" (PAST) which is used to interpret learning results from…

Reviews the role of modeling in science teaching and learning. Investigates the knowledge and skills that science teachers think are needed to produce a model successfully using input from (n=39) Brazilian serving science teachers. (Contains 64 references.) (Author/YDS)