The following article gives a brief account of some empirical research done in the 1980s in the UK by the present author with his colleague, Ibrahim Abdel-Ghany of Minia University, Egypt. At the time both researchers were working at the University of East Anglia at Norwich, England. This work is partly based on empirical arguments, and on…

The science epistemological beliefs of students have been found to play an important role in determining their learning orientations towards science. Conley, Pintrich, Vekiri, & Harrison (2004) developed a measure to examine the epistemology beliefs of students about science. The measure encompasses four dimensions about scientific knowledge:…

Questioning skills are significant pedagogical strategies in science teaching and learning. This study explored the questioning skills of a trainee teacher during a 10-week practicum period. The trainee teacher was audio-taped and evaluated in the form of an action research methodology was done in the first two weeks. The quantitative data…

The purpose of this research was to examine the extent to which teachers use question levels in the teaching of investigation skills. Six question levels based on Bloom's Taxonomy (1956) were examined in this study which included knowledge, comprehension, application, analysis, synthesis, evaluation and affective as well (Ghazali Mustapha, 1998).…

This document comprises the archival print edition of the first volume of a quarterly electronic journal providing a forum for information on leading-edge teaching innovations and research findings in the field of family science. The foci of the journal are the family science curriculum, instruction issues, evaluation and assessment, and…

Argues for the use of the archaeological metaphor as an apt one when examining the historical layers and foundational bases underlying much of the current thought and practice in science education. Suggests some sort of correspondence between archaeological and science education processes. (DDR)

Focuses on the general history, educational developments after 1923 and after 1960, primary science education developments, and a summary of the developments and changes in science education in Turkey. (DDR)

Recounts the history of science education in Brunei Darussalam and describes a government project that emphasizes the role of science and technology for future generations. Brunei Era of Science and Technology by the year 2001 (BEST 2001) is a comprehensive and coordinated plan to enhance appreciation of science and technology. (DDR)

Explains the concept of a topic study, how it meets the needs of teachers seeking to integrate their teaching, and how it is especially well suited for environmental education. Outlines curriculum for a topic study on the greenhouse effect and ozone layer depletion. (DDR)

Serves as a starting point for discussions that intend to define the mechanisms and rationales for the inclusion of the history of science in the science curriculum. Initiates dialog between the producers and consumers of these learning opportunities. (DDR)

Describes the current state of science education in Finland. Highlights include schools and school science, primary school, the 1994 national curriculum and primary science, and results on the new national curriculum and textbooks. (JRH)

Compares misconceptions associated with electric circuits between high school students in the People's Republic of China and in the United States. In general, findings indicate that the Chinese students did better on the problems than did the American students. Discusses the importance of physics in the Chinese curriculum. (JRH)

Describes equipment presented at the International Low-Cost Instrumentation Conference. Discusses the case for hands-on experience, international perspectives on hands-on science, the pivotal role of teachers, cost-effective laboratory practices, and empowerment of the teacher. (JRH)

Examines the work of people who design exploratory exhibits for science museums. Discusses asking good questions, meaningful learning, design criteria from "interest experts," and four concepts about ideal learning environments which include choice in formal and informal learning, expert jargon and natural language, skills and dispositions, and…

Explores the problems that a national strategy for the professional development of science teachers attempted to address, and reports on the theme of "loose connections" that emerged. Highlights the weak sense of professional community found among science teachers and their isolation from potentially beneficial influences on their work. Discusses…