This study investigated the effects of collaborative group work skills training on pupil attainment in science. Twenty-four experimental classes were drawn from schools in rural and urban settings. Pupils in experimental classrooms engaged in general group work skills training and two structured group work activities in science. Attainment was…

Teaching and learning science through the use of familiar contexts has been advocated for several decades. Many take the use of context in science lessons to mean the use of resource materials that involve common scenarios or themes, or activities. This paper reviews a lesson identified by a teacher as a lesson taught in context. The data…

Designing inquiry-based-learning with and for university students develops problem-solving skills and logical reasoning, as well as reflective thinking. It involves working as a member of a team, questioning, being creative, shaping the skills for continued intellectual development. It is argued that inquiry-based group work is one of the most…

This article presents some of the results of the questionnaire-based Relevance of Science Education Project (ROSE) carried out in England in the latter half of 2003 as part of a wider international comparative study based at the University of Oslo. Data, drawn from 1277 students, most of whom were 14 or 15 years old, indicate their views about…

Provides an overview of the educational program of the Seychelles and focuses on an evaluation of the final phase (P7-P9) of the nine-year school program. Reports how findings from content analyses of materials, teacher and student interviews, and student test results were used to develop the new Seychelles Integrated Science program. (ML)