The decision to integrate Nature of Science into classroom practice is no longer a debate among science educators and curriculum experts. There exists empirical evidence to substantiate its effectiveness, judging by both the academic performance and ability of students to conceptualize abstract yet teachable areas in science. Curriculum and…

Scientific Practices play a central role in the Next Generation Science Standards, influencing the standards of more than 70% of students in the United States. Therefore, a view of what has been studied about Scientific Practices in Science Education, globally in the past decade is relevant. Thus, 44 articles from international journals in Science…

The purpose of this study was to determine the science teachers' perceptions of and beliefs about integrated science, technology, engineering, and mathematics (STEM) education in the science curriculum. A case study research method was used to determine teachers' perceptions and beliefs of integrated STEM education in the science curriculum. The…

The aim of this study was to investigate Turkish Science teachers' views about gender equity in the scope of science education. This study was conducted with the quantitative methodology. Within this scope, a 35-item 5-point Likert scale survey was developed to determine Science teachers' views concerning gender equity issues. 160 Turkish Science…

Science lessons are often too strongly content-driven and focus exclusively on scientific knowledge. Discusses how students fail to see the relevance of science and often do not see the connection of science to either everyday life or the future. (Contains 26 references.) (DDR)

Identifies certain conceptions regarding the science content studied by students aged 9-11 years and develops a strategy for altering these conceptions. Reviews research on misconceptions and defines action research. (DDR)

Offers a critique of American schools to provide helpful insight to teachers, researchers, and reformers of national systems who struggle with deeply rooted cultural divisions. Contains 36 references. (DDR)

Examines situations in which science impinges on everyday life and in which school science education is of little use. Argues that relevancy goes beyond acquiring knowledge of conceptual understanding. Contains 33 references. (DDR)

Contends that cultural contexts determine how science education goals can be met in any particular region. Describes the basic tenets of the nature of science and how these ideas can be incorporated into the Turkish curriculum. Contextual adaptation would include incorporating more hands-on science projects, focusing on scientific literacy skills,…

Outlines current practices and future trends for science education in Thailand. Advocates a change in the teacher's role to that of facilitator and the increased incorporation of technology and multimedia approaches to science education. (WRM)

Explores the development and status of Earth Science Education in Israel and England and Wales. Finds that, despite separate traditions for education in the Earth Sciences, there are a surprisingly large number of commonalities between current trends in each of the countries in the study, and each has had difficulty determining what constitutes an…

Presents an historical background of changes in the Maltese science curriculum for boys and girls. Describes the levels of the Maltese educational system and briefly summarizes subject areas and objectives for physics, biology, chemistry, mathematics, and the arts taught in schools from preschool to postsecondary education. (YDS)

Explains the concept of a topic study, how it meets the needs of teachers seeking to integrate their teaching, and how it is especially well suited for environmental education. Outlines curriculum for a topic study on the greenhouse effect and ozone layer depletion. (DDR)

Examines those theories of learning that have laid the groundwork for classroom approaches that encourage students to become active learners. Summarizes the National Science Education Standards (NCES) Teaching Standards B. (DDR)

Provides a collection of ideas for the promotion of a more relevant and popular science education. Includes professional components and society-needs components. (Author/MM)