This paper addresses two methodological issues related to the assessment of teachers' views of science. The first concerns the distinction between the "nature of science" (NOS) and the nature of "scientific inquiry" (SI): should the points related to NOS and those related to SI be analyzed independently? The second concerns the…

There is an increasing demand in the field of science education for the incorporation of philosophical and sociological aspects that are related to the scientific enterprise in school curricula, to the extent that the incorporation of these aspects is now considered a necessity. Several of these aspects can be categorised within the framework of…

Science curricula and teaching methods vary greatly, depending in part on which facets of science are emphasized, e.g., core disciplinary ideas or science practices and process skills, and perspectives differ considerably on desirable pedagogies. Given the multi-faceted nature of science and the variety of teaching methods found in practice, it is…

The issue of Indigenous engagement, participation and success in the sciences is a concern both in Australia and in Canada. The authors of this paper have taught Indigenous students in tertiary enabling programs, undergraduate science and science education. Their experiences bridging Indigenous and Western cultures in science and science education…

Examines multiple ways in which autobiography informed the restructuring of an elementary classroom. Uses journals, interview transcripts, and electronic mail archives to document how the author provided a voice to students and used their perspectives to construct a teaching framework for elementary science education. (Contains 30 references.)…

Reflects on the idea of a person being constructed through his actions, and the role of the teacher in enabling such actions. Argues that the way a teacher shapes the classroom is, in effect, a lens through which children can be viewed and visions of the educational process both shape and are shaped by the teacher. (Author/WRM)

Explores an approach to autobiographical research based on a notion of "outlaw genre" autobiography, referred to as "biomythography". Describes the use of photo essays to learn about prospective elementary teachers' stories of science and science education. Calls for an examination of hegemonies extending from students' personal histories as…