Reconceptualizes a cultural perspective for science education that offers an account of life in a science classroom by characterizing students' experiences as crossing borders between subcultures. Contains 160 references. (DDR)

Focuses on the interactive science center and its history over the last four decades. Traces the original idea to Francis Bacon. Recommends the use of cross-site studies to develop a model of learning in this setting. Contains 141 references. (DDR)

Presents and recommends the rationale for a primary science curriculum characterized by reduced content, breadth and balance, and a focus on investigative activities. Contains 128 references. (DDR)

Uses and explains the Piagetian model to provide a conceptual framework for a discussion of intellectual growth in relation to science education and points out inadequacies of the model. (PEB)

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…

Using the ideas of scientists, the author builds a theme of reflexivity and identifies implications for teaching and learning science. He argues that a sociology of school science is not academic and irrelevant to teachers but just the opposite. (PEB)

Examines Ausubel's theory of learning as a model of the role concerning the influence of prior knowledge on how learning occurs. Research evidence for Ausubel's theory is presented and discussed. Implications of Ausubel's theory for teaching are summarized. (PEB)

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)

Described are some of the activities, roles, problems and projects of the Education (Research) Committee of the Association for Science Education. (PEB)

Reviews the basic precepts of the learning theories of Piaget and Ausubel. Although Piaget is credited for his contributions to educational psychology, the author supports Ausubel's theory of meaningful learning as more significant for future contributions in science and mathematics education. (CP)

Suggests that, to a large extent, science educators tend to separate epistemology from the content and methodology of science. Questions the appropriateness of this practice. (CP)

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

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)