Integrated curricula seem promising for the increase of attention on science and technology in primary education. A clear picture of the advantages and disadvantages of integration efforts could help curriculum innovation. This review has focused on integrated curricula in primary education from 1994 to 2011. The integrated curricula were…

Students with special needs tend to show significantly lower achievement in science than their peers. Reasons for this include severe difficulties with academic skills (i.e. reading, math and writing), behaviour problems and limited prior understanding of core concepts background knowledge. Despite this bleak picture, much is known on how to…

This article argues that an important source of the difficulties posed by particular concepts and theories is the narrow range of "types of causal models" with which most learners are familiar. Most learners are familiar with relatively simple styles of causal models, but many concepts and theories in science depend on styles substantially more…

The functions of the Institute for Science Education (IPN) at Kiel, West Germany, are described. The main activities of the IPN focus on development of curricula for science education and investigation of special problems arising in science teaching. (PEB)

Reviews nearly 100 studies concerning the process of concept formation in adolescent science students. (CP)

Examines various meanings ascribed to "integrated science," and explores arguments used to establish the value of an integrated approach for primary and secondary education. (SL)

Reviews the purposes, underlying assumptions, and curriculum development model for the United Kingdom's "Children's Learning in Science Project." Explains the general features and phases of the constructivist approach to learning that the program advocates. Identifies theoretical developments on children's ideas, the constructivist view of…

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

Reviews studies on the psychosocial learning environment of science classrooms focusing on: (1) assessment of classroom learning environments; (2) predictive validity of environmental perceptions in science classrooms; (3) past criterion validity studies; and (4) directions for future research. (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)

Presents an annotated bibliography of 62 British entries on girls and science/mathematics. Arranged alphabetically by author/institution, annotations are detailed to avoid having to locate each reference itself. Topics include, among others, sex differences, sex bias in textbooks, and achievement. (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)

Lists additional 1979-1980 theses/dissertations, complementing a list printed in Volume 9 (pp. 106-117) of this journal. Subjects include teaching/learning of biology, environmental science, geology, chemistry, physics, mathematics, and girls and science. (JN)