We propose a new instructional theory, the Domain of Validity (DoV) Framework, which offers a new way forward for designing teaching for conceptual change, while also resolving conflicts between existing theories related to common, difficult-to-change conceptions students have about particular scientific topics. We propose that knowledge consists…

Agency and structure postulate a dialectic relationship: agents' actions shape and are shaped by social structure in a spiral and dynamic manner. Empirical studies in pre-collegiate science education contexts, however, tend to focus on individual's positionality instead of the engagement between agency and structure. This paper first charts the…

Curriculum materials serve as a key conceptual tool for science teachers, and better understanding how science teachers use these tools could help to improve both curriculum design and theory related to teacher learning and decision-making. The authors review the literature on teachers and science curriculum materials. The review is organised…

Over the past 10?years an increasing number of articles have been published in leading science education journals that report on research about teacher identity and describe interventions that support teacher identity development. My purpose in this review paper is to examine how the construct of science teacher identity has been conceptualised…

This paper describes the current state of science education in Arab states and anticipates some of the challenges faced by those states as they reform their science education. After discussing problems of illiteracy, access and quality we provide contextual information about the structure of the educational systems and describe recent efforts to…

Contemporary policy statements from government and reforms to science curricula in schools emphasise the importance of educating a scientifically literate public for democratic participation in science and technology. While such an aspiration is seemingly uncontentious and appears consistent with progressive educational thinking, the reality of…

For many years, formal school science education has been criticised by students, teachers, parents and employers throughout the world. This article presents an argument that a greater collaboration between the formal and the informal sector could address some of these criticisms. The causes for concern about formal science education are summarised…

This paper offers a commentary upon a number of recent documents from different countries concerned with the reform of school science education. It identifies and considers in turn four issues drawn from the documents: the way in which science is defined; the reference to science as a whole rather than as discrete disciplines; the nature of…

Many researchers in the field of education aspire to influence what actually happens in schools and classrooms. They entered their profession aware of the need to improve educational practice; many of them want to make a difference. Yet few observers would claim that the results of education research are eagerly awaited by teachers, school…

Details the four-year consensus-building process in the United States on what students should understand and be able to do in science after 13 years of schooling. The product of this process is a document known as the National Science Education Standards. (DDR)

Begins with a review of Canadian science education and the status of science standards development across Canada. Focuses on Ontario and a curriculum restructuring project taking place there. Contains 27 references. (DDR)

Provides a general description of the National Science Curriculum in Korea including its involvement in science textbook development. Discusses evaluation procedures for science programs and textbooks. Also contains information on curriculum policy and assumptions about learning. (DDR)

Discusses curriculum development in New Zealand from educational, social, political, and historical perspectives. Describes and critiques the development process. Contains 70 references. (DDR)

Traces the evolution of science teachers' understandings of the complex process of judging standards of student achievement in Queensland high schools. Contrasts the Queensland system with other systems in Australia. Contains 37 references. (DDR)

Argues that "connective specialization" could be the basis for a science curriculum that would provide people with the capabilities they will need throughout their working lives in the next century. Claims that science teachers need to see science in its relationship to other subjects and fields of study and that they must initiate…