Secondary-age students were asked about some science-related careers, using an 'interviews-about-scenarios' technique. This article reflects on students' comments relating to the nature of scientific knowledge. Some comments reflected the aim of science as a means to better understand the world and our place in it. Other comments reflected…

This article considers the relationship between belief and learning science. It is argued that belief in science (as a process) needs to be distinguished from belief in particular scientific ideas and knowledge claims. Scientific knowledge is theoretical and provisional--something to be adopted for its utility, not as articles of faith. The…

All schools are expected to have explicit policies in place to make sure that their most able students are being extended. This is especially important in science, as many talented young people do not aspire to study or work in science. Carefully planned projects can offer suitable opportunities to engage and challenge such students, while…

Argues that surveying what new students understand about the basics of a subject can be illuminating. Presents a case study of A-level chemistry students and suggests that, although the details of what was uncovered are idiosyncratic, the paucity of understanding of fundamental concepts may be common. Presents suggestions for responding to such a…

Explains how students' alternative conceptions about curriculum topics interfere with classroom learning. Describes the Royal Society of Chemistry's Teacher Fellowship Project entitled "Challenging Misconceptions in the Classroom," which develops classroom materials to diagnose and challenge specific alternative conceptions. Uses key…

Investigates how widespread alternative conceptions of the ionic bond, described as the molecular framework, are. Findings indicate that statements derived from the molecular framework were judged as true by a large proportion of the learners surveyed. Presents the molecular framework as a useful model of learners' alternative conceptions about…

"Ccore charge" is a fundamental concept that explains a wide range of phenomena. Suggests that this concept, while abstract, has the potential to make chemistry much simpler for learners. (MM)

Notes that energy is a difficult concept to learn and provides problems for many students. Stresses that if the science education community were to develop a standard nomenclature of energy-related terms, it would be possible to eliminate some of the difficulties without reducing depth of treatment. (Author/MVL)