It is in the nature of a journey that it must start somewhere; it is in the nature of research that it must have a focus. The authors begin this review with a summary of science education research that has been done in South Africa over past decades, and the focuses it has chosen. They then critique the research, focusing on the following…

Not being listened to, or having their advice mistrusted, is a daily problem for teachers and parents, as well as for doctors, scientists, technologists and other experts. It is also a serious dilemma in applied social psychology (Eiser, 1986) as well as in education where educators talk persuasively with strong evidence about not taking drugs,…

Considerable research illuminates the development of causal understanding. However, the research base is hardly a coherent whole. Some is based in research on children's understanding of particular science concepts. Some grows out of social psychology and considers how one attributes intentions and behaviors. Some comes from the developmental…

The aim of this article is to examine how drama and theatre activities may enhance learning in science education, by creating a learning situation that is significant in the lives of students. The author offers a structured survey of different science and drama projects, together with theoretical reflections on the use of drama in science…

Worldview theory in science education has generally proceeded from an assumption that there exist distinguishable entities called "science" and "indigenous knowledge" in all times and every place in the world. This assumption has been the philosophical ground point of typologies that describe the relationship between science and religious thought.…

Identifies what "urban science education studies" means and reviews 46 articles representing the nature of urban science education based on the questions asked, research frameworks, guiding assumptions, and findings. Discusses educational equity and challenges regarding policy and enactments, goals of school science, and what to teach in science.…

Explores the research on argumentation in science education by focusing on two questions: (1) what should constitute argumentation?; and (2) what does research say about classroom conditions that promote, nurture, and sustain argumentation practices among students? Discusses possible barriers to argumentation and foundational frameworks and…

Reviews science learning in higher education, specifically in engineering, and the influences of technologically-mediated approaches on the cooperative learning of practical work and science. Discusses reasons for including practical work in science education, implementing practical work in distance education, and using technology and learning…

Reviews evidence on the effectiveness of "sequence of teaching activities" on student learning and the design and evaluation of science teaching sequences. Discusses the social constructivist perspective on learning and offers a generalized approach to planning a science teaching sequence. Provides an example of how to plan an instructional…

Examines the debate about how science should be re/presented in informal science settings, specifically the possibility of science centers and science museums addressing socio-scientific issues. Situates the debate within the current science education literature on the nature of science (NOS) and science, technology, society and environment (STSE)…

Explores the issue of curriculum integration, with a particular focus on science as a discipline and its relationship with other subjects. Presents the exploration in the form of a research journey. (Author/MM)

Describes an attempt to write and edit a series of stories, 'Science Web Reader,' which make good reading for pupils aged 11-13. Explores three aspects of story: the author identified as a person, the story as that person's thoughts, and the offering of a distinct point of view. (Author/MM)

Analyzes the role of science curriculum materials in educational reform concluding that materials can and should play a vital role. Concludes also that the use of new curriculum materials must be accompanied by transformative professional development in a supportive school and community environment. (Author/MM)

Draws on a range of published case studies on settings in which individuals not professionally involved with science address issues that have a scientific aspect. Suggests that at least some areas of knowledge about science should be part of the compulsory school science curriculum. (Contains 61 references.) (ASK)

Focuses on the relationship between science and Islam in the context of science education. Describes Islamic science and whether it is a valid philosophy of science. Discuses islamisation or marginalization of science education. Discusses implications and offers suggestions for science education. (Contains 63 references.) (ASK)