In this paper, I argue that contemporary accounts of nature of science (NoS) are limited in their depiction of "science" and that new perspectives are needed to broaden their characterisation and appeal for science education. In particular, I refer to the role of interdisciplinary characterisations of science in informing the theory and…

This paper describes recent developments in Ireland to promote a greater interest in science among students in the 12-15 age group by means of practical work involving Inquiry Based Science Education (IBSE). The tasks, know as Investigations, are a component of the assessment of the subject Science which is studied as part of the Junior…

A curriculum is a master plan that regulates teaching and learning. This paper compares Finnish and Thai primary school level science curricula to the PISA 2006 Scientific Literacy Framework. Curriculum comparison was made following the procedure of deductive content analysis. In the analysis, there were four main categories adopted from PISA…

This paper is aimed at elucidating the current state of inquiry-based science education (IBSE) in Zambia's high school science curriculum. Therefore, we investigated Zambian teachers' conceptions of inquiry; determined inquiry levels in the national high school science curriculum materials, which include syllabi, textbooks and practical exams; and…

Investigates outcomes of the systematic identification of the broad and complex factors influencing primary science program delivery at the classroom and school level. Uses the Science Curriculum Implementation Questionnaire (SCIQ) and identifies strategies for the improvement of science curriculum delivery. (Author/YDS)

Describes the structure of science education in Bhutan, a kingdom in the Eastern Himalayas. (YDS)

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)

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)

Explains elementary science education and science curriculum in Lebanon and describes the status of teacher education programs for elementary school teachers. (Contains 16 references.) (YDS)

Investigates whether the junior high school textbook 1 meets the requirements of a standards textbook that identifies with 12 criteria set by the Science Teachers Association of Nigeria (STAN). Includes the criteria of coverage of topics in the syllabus, currency suitability of language, and coherency. (Contains 18 references.) (Author/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)

Reports on an action research project in the Philippines including a description of the action research. Describes the design, development, and evaluation of a curriculum in general science for science or mathematics teachers at elementary and secondary levels. (MM)

Presents an historical background of changes in the Maltese science curriculum for boys and girls. Describes the levels of the Maltese educational system and briefly summarizes subject areas and objectives for physics, biology, chemistry, mathematics, and the arts taught in schools from preschool to postsecondary education. (YDS)

Analyzes changes and developments in the primary science curriculum in Botswana from 1969-1989. Discusses the objectives, basic concepts, and reasons for change during three time periods: 1969-1982, 1982-1989, and 1989-present. Identifies discovery teaching as the recommended method of instruction. (Contains 17 references.) (Author/YDS)