Important factors in learning science include motivational variables (relevance of science learning for personal goals, self-efficacy for learning science, and interest in a scientific career), emotional variables (boredom and enjoyment in science classes), and engagement variables (vigor, dedication, and absorption towards science studies). Data…

The processes of change in teachers' practice have been the subject of many studies in educational research. We here describe a case study of long duration (in a course of time of 9 years) that has allowed us to gain some insight into how they occur and the underlying obstacles making the processes so slow. We take the professional development of…

Analyzes students' main difficulties in learning the concept of electric field. Briefly describes the main conceptual profiles within which electric interactions can be interpreted and concludes that most students have difficulty using the idea of electric field. Contains 28 references. (DDR)

Describes the results of an analysis of Spanish high school chemistry textbooks (n=58) published from 1974 to 1998 for their treatment of metallic bonding. Reports on what aspects of metallic bonding are usually taught, how it is taught, and the potential that textbooks have to create meaningful learning in students. Contains 104 references.…

Examines the knowledge that secondary school students have concerning some basic aspects related to the location of inheritance information before they are taught about genetics. Discusses the effects of traditional instruction in Spain on students' learning. (Author/CCM)

Analyzes the absence of science-technology-society (STS) interactions and its consequences in the basic teaching of science in Spain. Proposes the introduction of STS interactions in physics and chemistry classes in conjunction with the teaching/learning model of science as research. Surveys students 16-18 years of age on their interest in physics…

Reports on a study of 14-15 year old students' ideas about combustion. Describes patterns of students' explanations across a range of questions and analyzes them to gain insight into both the degree of consistency of their explanations and how this may affect the process of conceptual change in the students. (Contains 35 references.) (Author/YDS)