Reports on a large-scale study that investigated the quality of science teaching and learning in Australian schools. Purposes were to: (1) describe ideal practice in the teaching and learning of school science; (2) describe the nature of science teaching and learning in Australian schools; and (3) make recommendations to move the actual closer to…

Presents findings of the images of science drawn upon in laboratory work by upper secondary and university students in academic streams with a science focus. Questions required students to comment on laboratory investigations carried out by research scientists or science students. Shows that students' reasoning has an epistemological and an…

Probes, through interviews with members of the setting panel, the process of setting the first external test for the Victorian Certificate of Education (VCE) physics course when it was implemented in 1992. Some implications are noted for future efforts to reform curriculum and assessment in physics, and for current classroom practice. (Author/MM)

Reports on an investigation of the status of procedural knowledge in chemistry among students entering into bridging programs at two South African universities. Findings show that students overall tend to repeat in order to get a recurring reading. Very few students were able to use a line of best fit for a set of graphical data. Discusses…

Considers research that shows very poor student understanding after the teaching of electricity and draws two broad conclusions of central relevance to the teaching of electricity: (1) there is an absence of any systemic consensus as to what models are appropriate for students at different year levels and for different intended learning outcomes;…

Discusses student and teacher perceptions of a new development in the use of the predict-observe-explain (POE) strategy. This development involves the incorporation of POE tasks into a multimedia computer program that uses real-life, digital video clips of difficult, expensive, time consuming, or dangerous scenarios as stimuli for these tasks.…

Examines the formal and informal settings in which ecologists learn about their discipline and reports on the contributions that each setting makes to learning about the conduct of field research. Reveals oft-ignored informal aspects of learning about the conduct of ecology research such as story telling in "leisure" settings as being important to…

Examines the differences in paper-based and web-based administrations of a commonly used assessment instrument, the Force Concept Inventory (FCI). Results demonstrated no appreciable difference on FCI scores or FCI items based on the type of administration. Concludes that the web-based administration of the FCI appears to be as efficacious as the…

Computer technology has afforded opportunities to design science curriculum experiences that capitalize on hypertext environments. Though these settings may provide students with flexibility as they explore science, the question remains, Does science inherently favor sequential approaches to curriculum? Addresses the tension this creates using an…

Examines the effects of English language proficiency and levels of reasoning skills of Hispanic English language learners and native English language speaking students on their acquisition of science content knowledge as measured by a state-wide standardized science test. Suggests that the levels of English language proficiency appear to influence…

Reports on a study of the knowledge of experienced science teachers in the context of a reform in science education in The Netherlands. Focuses on the major goal of the reform; that is, improving students' knowledge and abilities in the fields of models and modeling in science. Groups teachers into pairs based on their use of teaching activities.…

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…

Examines two UK research studies, one from Manchester Metropolitan University (MMU) and one from Homerton College, Cambridge, on initial teacher education (ITE) trainees' confidence in their science knowledge. Reveals the importance of school experience in developing this knowledge. Discusses implications of these surveys for the design of ITE…

Uses a new set of 14 open-ended problems to gain some initial insights into the way pupils solve open-ended chemistry problems. Emphasizes how concepts and linkages between concepts influence success in solving such problems. Suggests that creating links between "islands" of knowledge is an important skill in problem solving. (Contains 37…

Investigates the development of park visitors' knowledge, values, and beliefs during their visit to the Midway Geyser Basin. Draws on prior work in the areas of museum and informal education, and public understanding of science and cognitive psychology. Interprets the results in terms of park visitors' knowledge systems, how the experience…