Focuses on how teachers understand the place of the laboratory and laboratory work in their practice. Observations are based on interviews conducted with secondary science teachers in England. Contains 27 references. (DDR)

Many students of chemistry demonstrate alternative conceptions about some fundamental aspects of chemistry. Suggests that research evidence provides strong support for this view. Contains 45 references. (DDR)

Presents evidence that a limited range of scientific ideas are seen as essential by employers and tutors in higher education. Discusses the implications of noting employment and higher education needs for secondary science education. (DDR)

The use of students' out-of-school experiences in science education is part of a wider problem related to the relevance of science in society. States that relevance in science education has not been systematically studied. (DDR)

Describes an empirical study concerning the introduction of the concept of chemical equilibrium in chemistry classrooms in a way which challenges students' initial conceptions of chemical reactions. Contains 23 references. (DDR)

Reports the findings of a study that suggest that alternative ideas can form part of a progression toward a scientifically acceptable model. Argues that teaching may be inadvertently promoting alternative ideas as endpoints. Contains 38 references. (DDR)

Explores the interrelationships between students' general science achievement, scientific epistemological beliefs, and cognitive structure outcomes derived from instruction of basic atomic theory. Contains 19 references. (DDR)

Reports on a preliminary project that uses a phenomenographic approach to explore the ways in which a small number of fundamental ideas are conceptualized by students who are judged to have mastered quantum mechanics material. (DDR)

Investigates the procedural understanding of first-year university science students in South Africa. Explores ideas related to the reliability of experimental data and discusses the types of reasoning underlying the responses. (DDR)

Uses an instrument designed to identify misconceptions in biology to reveal that novice biology teachers hold a number of conceptual errors which are also prevalent among secondary science students. Contains 44 references. (DDR)

Reviews the problems of concept development and progression within ecology teaching and discusses these issues with particular reference to the school science curriculum of England and Wales. Contains 21 references. (DDR)

Suggests that considerable insight into effective teaching strategies may be gained through the analysis of a small section of classroom interaction using multiple perspectives. Provides an example of using discourse analysis to explore interactions. Contains 40 references. (DDR)

Delineates some of the important difficulties that the reform of chemical education faces in Europe. Focuses on student perceptions of chemistry, the chemistry curriculum, and teacher training. (DDR)

Presents a survey and analysis of research related to the development of concepts of matter. Proposes that the clarity with which students understand the distinction between matter and objects influences their explanations. Contains 111 references. (DDR)

Presents an attempt to improve teaching and learning strategies for science as addressed by prospective teachers. Discovers that prospective teachers share a number of misconceptions with students. Contains 19 references. (DDR)