Documents the ways in which one teacher from each school established successful classroom strategies for incorporating technology into classroom life using case studies from two Western Australian schools. Discusses implications in terms of leadership and collaboration. (Contains 26 references.) (DDR)

Reports on the evaluation of a three-year curriculum initiative introducing technology education through a learner-centered, problem solving and collaborative approach. Draws attention to the critical impact the project had on the pedagogy of teachers. (DDR)

Reports on a study that describes in detail the design processes used by small groups of preservice teacher education students engaged in ill-defined, open-ended, self-selected design technology projects. Provides insight to assist teacher educators in designing courses. (Contains 30 references.) (DDR)

Discusses results from a study that explored the relationships between designerly thinking and behaviors situated in elementary classrooms in Ontario, Canada and Great Britain. Focuses on the 'school situated design' evidence from the study. (Contains 27 references.) (DDR)

Points out that technology education in New Zealand provides an opportunity for societal issues to have equal space with technological capability and knowledge. There is a need for a teaching approach to engage in liberating technological literacy. (Contains 19 references.) (DDR)

Reports on a two-year classroom investigation of primary school technology education. Explores emerging classroom practices in technology and intervention strategies developed to enhance teaching. (Contains 29 references.) (DDR)

Investigates the metacognitive development of students in a second year chemical engineering course which had such development as an explicit goal. Concludes, among other results, that there is a shift in student approach from a focus on solving problems towards a stronger valuing of conceptual understanding. (Author/MM)

Addresses issues of social power and privilege experienced by Aboriginal students in science classrooms. Presents a rationale for a cross-cultural science education dedicated to all students making personal meaning out of their science classes. (Author/MM)

Reports on a study involving two each year-12, undergraduate and postgraduate Australian students. Elicits learners' mental models for chemical bonding using semi-structured interviews comprising a three-phase interview protocol. Concludes that learners across all three academic levels preferred simple, realistic mental models for chemical…

Discusses students' understandings of their own internal structure. Analysis shows the extent to which student understanding increases with age and the degree to which students know more about some organs and organ systems than others. Gender differences in the drawings were generally not large and there were some intriguing differences in the…

Interviews 10 experienced science teachers about their understandings of the analogical models they use to explain science to their students. Investigates the notion that teaching pedagogy is influenced by the textbooks commonly used in class. Textbook analysis shows that chemistry textbooks used the most models and physics textbooks the least…

Focuses on the assessment of students' (N=138) versus their teachers' (N=8) self-perception of the latter's personal style in the context of science and mathematics teaching in college. Concludes that the teachers' preferred (ideal) and actual personal style profiles thus obtained indicate that there is good correspondence between the students'…

Provides a collection of ideas for the promotion of a more relevant and popular science education. Includes professional components and society-needs components. (Author/MM)

Discusses design principles derived from the socio-cognitive theoretical framework for developing Web-based environments to support the construction of scientific knowledge through situated action. (Author/MM)

Discusses an approach to teaching the structure of atoms using a teaching technique referred to as a jigsaw classroom. Reports that the jigsaw classroom involves arranging students in various types of groups for cooperative learning. (Author/MM)