The advanced visualisation and interactive capabilities make immersive virtual reality (IVR) attractive for educators to investigate its educational benefits. This research reviewed 64 studies published in 2016-2020 to understand how science educators designed, implemented, and evaluated IVR-based learning. The immersive design features (sensory,…

Many researchers in the field of education aspire to influence what actually happens in schools and classrooms. They entered their profession aware of the need to improve educational practice; many of them want to make a difference. Yet few observers would claim that the results of education research are eagerly awaited by teachers, school…

Examines Ausubel's theory of learning as a model of the role concerning the influence of prior knowledge on how learning occurs. Research evidence for Ausubel's theory is presented and discussed. Implications of Ausubel's theory for teaching are summarized. (PEB)

Presented are several articles and reviews which are related to science education in the following areas: (1) achievement, mastery, proficiency, competence; (2) personality and the pursuit of science; (3) skill integration, Piaget, and education; (4) recent research grants in the United Kingdom; (5) a listing of theses and dissertations for higher…

Reviews the basic precepts of the learning theories of Piaget and Ausubel. Although Piaget is credited for his contributions to educational psychology, the author supports Ausubel's theory of meaningful learning as more significant for future contributions in science and mathematics education. (CP)

Suggests that, to a large extent, science educators tend to separate epistemology from the content and methodology of science. Questions the appropriateness of this practice. (CP)

Cites reasons for the formation and continuance of the Intellectual Development Project ( IDP). The impact of IDP research is described. (CP)

Evaluates the Nuffield Combined Science program in terms of the Piagetian developmental levels required for successful achievement in the various program divisions. (CP)

Suggesting that learning be considered as a generative process, attempts to: (1) place generative learning ideas in the context of other viewpoints of learning; (2) explicate key postulates of the generative learning model; and (3) examine implications of these theoretical ideas for teaching, learning, curriculum development, and research. (JN)

Reconceptualizes a cultural perspective for science education that offers an account of life in a science classroom by characterizing students' experiences as crossing borders between subcultures. Contains 160 references. (DDR)

Provides a comprehensive review of literature regarding misconceptions that are held by secondary students in chemistry. Makes some recommendations based on the research. Contains 77 references. (DDR)

Discusses how learning occurs and the role of the learning environment as a source of information. Argues that the culture of the learner has a central role in the learning of science using the traditional world view of African students as an example. Contains 124 references. (DDR)

Considers the contribution psychology has made to understanding the way children learn science. Reviews the work of Piaget and the subsequent application of his theories to understanding science teaching and learning. Contains 150 references. (DDR)

Considers the metaphor of science education research as fields of inquiry. Groups the papers that have appeared in Studies in Science Education according to their contribution to the development of this metaphor. Contains 26 references. (DDR)

Reviews the history of Studies in Science Education and critiques the role of this journal from a personal perspective as well as from knowledge of the Australian context for science education. Discusses directions for the future. Contains 30 references. (DDR)