Context-based chemistry education aims to improve student interest and motivation in chemistry by connecting canonical chemistry concepts with real-world contexts. Implementation of context-based chemistry programmes began 20 years ago in an attempt to make the learning of chemistry meaningful for students. This paper reviews such programmes…

Chemical bonding is one of the key and basic concepts in chemistry. The learning of many of the concepts taught in chemistry, in both secondary schools as well as in the colleges, is dependent upon understanding fundamental ideas related to chemical bonding. Nevertheless, the concept is perceived by teachers, as well as by learners, as difficult,…

Reported is an evaluation of chemistry syllabuses in Scotland. The development of the curriculum reform movement is briefly sketched, syllabus content described, student reactions and attitudes noted, student performance surveyed, and experimental studies summarized. The author concludes that curriculum developers should be warned against…

Focuses on important people and events in university science education in Great Britain. ( CP)

The operation of the Hall of Science as a museum and as an educational center is noted. Descriptions of 30 science education projects currently underway are provided. (CP)

Cites reasons for the formation and continuance of the Intellectual Development Project ( IDP). The impact of IDP research is described. (CP)

Lists dissertations submitted for higher degrees in Australia between 1974 and 1979 in science and math education, categorized by these subjects: teaching and learning of science, concept formation, other psychological studies, teaching and learning of mathematics, teacher education, philosophical studies, history of science education, and…

Describes the preparation of a bibliographic guide focusing on the research dealing with the cultural context of science and mathematics education. (DS)

Reviews identified learning problems dealing with stoichiometric calculations. Suggests solutions to these problems along with consequences for the curriculum. Includes remarks from a mathematics teacher concerning these problems. (DS)

Drawing on British publications, three general issues related to girls and science education are discussed: demands of state and industry, equality of opportunity, and the nature of science and the scientific enterprise. (JN)

Reviews research on demonstration versus small group instruction in four phases (up to 1926, 1926-1946, 1946-1960, and 1960-present), reflecting progressive stages with respect to the development of the investigational techniques used in the studies. (Author/JN)