Explores the dynamics in the loci of commitment of several participants in a university-level biology course developed for elementary school teachers. Concentrates on two instructors with almost opposing loci of commitment. Contains 19 references. (DDR)

Reports on research that investigates the effect of teachers' sociological understanding of science on their design and implementation of curriculum innovations. Contains 26 references. (DDR)

Describes a research program into environmental activity factors that consists of three studies. Evaluates the validity of the Integrated Action Model and applies the model to evaluate the effects of school environmental instruction and the effects of the nature experience. Contains 53 references. (DDR)

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)

Supports the validity of drawing from science studies to reshape science education. Encourages educators to draw from methodologies used in science studies to further their goals in education research and classroom teaching. Contains 53 references. (DDR)

Explores the methodological implications of sociocultural approaches to the study of scientific knowledge and practices. Reviews the history of the nature of science research to trace the methodological influence of science and technology studies upon science education. Contains 82 references. (DDR)

Reports on the implementation of engineering design projects in two dozen secondary-science classrooms in the United States following an inservice professional-development course conducted at a university engineering college. Contains 28 references. (DDR)

Describes the way in which a new applied-physics course introduced in British Columbia as part of a program in applied academics can be seen to construct different networks in different contexts. Employs actor network theory (ANT). Contains 20 references. (DDR)

Microanalyzes graph use in lectures drawn from artifacts compiled from videotaping all lectures and seminars in a 13-week ecology course. Focuses on both the text and the gesture-related references made in the reading of a graph in an ecology lecture. Contains 36 references. (DDR)

Sheds light on views held by those who enjoy a certain degree of institutional legitimacy for talking about science either as practitioners in the field of science or as guidance counselors working with students interested in having science-related careers. Contains 60 references. (DDR)

Analyzes and explores questions about the dialogic nature of beliefs and students' belief talk about the nature of science and scientific knowledge. Argues that students' discourse is better understood as a textual bricolage sensitive to conversational context. Contains 26 references. (DDR)

Argues that the framework of sociologists extends commonly used analytical frameworks in socioscientific research in education. Foregrounds the social construction of knowledge and highlights the nature of knowledge production. (DDR)

Examines the multiple uses and definitions of invention in science to develop a theory of invention and inventive acts around themes related to invention as a social act, invention as a recursive and socially linked process, and invention as an embodied agency. Contains 56 references. (DDR)

Argues that teaching technology without reference to the human need which calls for it gives students the wrong idea about the nature of technology and hides the importance of testing artifacts for operation in the relevant environment. Contains 40 references. (DDR)

This report is the outcome of a research project carried out between December 2004 and June 2005 by the University of Western Sydney. The project was commissioned by the Australian Government Department of Education, Science and Training (DEST) as a quality teacher initiative under the Australian Government Quality Teacher Programme (AGQTP). The…