The article provides the basis for a model of inquiry-based science education in which K-12 teachers' and pupils' engage in authentic science experiences as participants of a scientific research project, which we refer to as Multiple Outcome Interdisciplinary Research and Learning (MOIRL). We provide the basis for the model for inquiry based…

Due to the rapid development and growing societal role of nanoscience and nanotechnology (NST), these emerging fields are also growing in educational importance. The demands for incorporating NST-related issues into curricula are often expressed with reference to the goals of scientific and technological literacy. This paper reports on a…

The previous article in this series explained the difference between hazard and risk. If the risk is too high, steps must be taken to reduce it to a sufficiently low level by adopting suitable protective control measures. If a practical activity in a science lesson has some risk associated with it then one way of reducing the risk might be to…

Examines how the science classroom can be organized so that pupils are able to develop their social and emotional skills which results in a greater interest in science lessons. Suggests that these strategies could help students get along better with each other, thus propagating greater willingness to empathize across cultures. (Contains 15…

Analyzes science education in the Caribbean and provides examples of science education policy and practice. Emphasizes large-scale national efforts in Barbados, Bermuda, and Jamaica. Discusses and provides recommendations for future directions in science education in these countries. (Contains 88 references.) (Author/NB)

Describes a support program, the DATA project of Queen's University in Belfast, which was devised to develop student teachers' abilities to teach astronomy with emphasis on the promotion of student teachers' pedagogical content knowledge. (Author/KHR)

Describes reform efforts in science education in Pakistan through the early 70s until now. Focuses on the Science Education Project-II. Indicates expected outcomes such as physical facilities, scholarship programs, staff development, and curriculum improvement. (Author/KHR)

Science lessons are often too strongly content-driven and focus exclusively on scientific knowledge. Discusses how students fail to see the relevance of science and often do not see the connection of science to either everyday life or the future. (Contains 26 references.) (DDR)

Identifies certain conceptions regarding the science content studied by students aged 9-11 years and develops a strategy for altering these conceptions. Reviews research on misconceptions and defines action research. (DDR)

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)

Discusses the problem based learning (PBL) environment and positive and negative factors affecting the implementation of PBL in K-12 education. Identifies and examines design guidelines for PBL. (Contains 23 references.) (YDS)

Reports that teachers in preservice education programs still view the teaching of science much in the same traditional ways as our predecessors. "The Oklahoma Science Project (OSP) Model for Professional Development: Practicing Science Across Contexts" will build discourses and relationships that can be extended across contexts to establish…

Discusses the need for environmental education in New Zealand. Describes waterway restoration projects and curriculum development efforts to create activities and ideas that would be incorporated into the regular school curriculum. (Author/ASK)

Introduces the Science Teacher Education Program (STEP) and its components which can be effectively used in developing countries such as Africa or in countries having problems with science achievement. (Contains 12 references.) (ASK)

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)