Historically, science was introduced into the school curriculum to enable students, who were entering university to study science related subjects, to gain some background knowledge before beginning studies at the university level (Fensham, 2008, p 14). Unfortunately this view is still very prevalent among policy-makers and teachers today. And…

Of the many valuable tools available to science education, the mystery in science is the one that is most ignored, underused, or misunderstood. whenever it is used, it is only as mere entertainment or as an attention grabber. In this article, the author discusses how the mystery in science can improve student attitudes, generate a life-long…

Discusses the design, development, and implementation of technology-integrated science curriculum. Presents a good example of instructional practice that promotes the learning of science and technology. (YDS)

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)

Argues that there is an urgent need to renew, expand, and diversify basic science education in schools. Calls for policy that endorses science education as an essential part of the general education of all young people at the primary and secondary levels, and claims that the public and private sectors must find the means to make this policy a…

Discusses the role of science education in light of the needs of developing countries. Presents the Early Learning Science Series for Africa (ELSSA) project as an example of a developing country's attempt to produce students who are scientifically and technologically literate. (WRM)

Argues for a system of quality control that discovers errors and communicates them to textbook users (students and teachers), and a system that keeps the worst textbooks off the market. (WRM)

Offers a critique of American schools to provide helpful insight to teachers, researchers, and reformers of national systems who struggle with deeply rooted cultural divisions. Contains 36 references. (DDR)

Examines situations in which science impinges on everyday life and in which school science education is of little use. Argues that relevancy goes beyond acquiring knowledge of conceptual understanding. Contains 33 references. (DDR)

Argues that the nature of science has not been emphasized effectively in the professional training of scientists in Pakistan. Describes how the development of science-process skills, an inquiry approach, and constructive learning is delayed. (DDR)

Contends that cultural contexts determine how science education goals can be met in any particular region. Describes the basic tenets of the nature of science and how these ideas can be incorporated into the Turkish curriculum. Contextual adaptation would include incorporating more hands-on science projects, focusing on scientific literacy skills,…

Argues that most students' cultural identities are at odds with the culture of Western science, and that science teachers should be viewed as "culture brokers" or "tour guides" who make this Western science culture available to students. (WRM)

Reviews the history of environmental awareness and environmental education in Bangladesh. Presents a statement of the principal aims and objectives of environmental education at the primary level. (DDR)

Presents an overview of science and technology teacher preparation in Asia that emphasizes the educational reforms taking place as influenced by socioeconomic developments and advances in science and technology. (DDR)

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)