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)

Focuses on the interactive science center and its history over the last four decades. Traces the original idea to Francis Bacon. Recommends the use of cross-site studies to develop a model of learning in this setting. Contains 141 references. (DDR)

Comments on the consequences of the death of the rationalist dream, including a loss of nerve in science education that leads some people to doubt the point and the value of teaching science. Argues that the death of this dream is irrelevant. Contains 57 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 literature in the field of science education that aids in the mapping of the interface between language and science. Lists six categories of disputes regarding the status and value of science and scientific ideas. Contains 181 references. (DDR)

Reviews evidence on the effectiveness of "sequence of teaching activities" on student learning and the design and evaluation of science teaching sequences. Discusses the social constructivist perspective on learning and offers a generalized approach to planning a science teaching sequence. Provides an example of how to plan an…

In the last 30 years or so, science educators in the Western world have come to recognise the importance of the social and cultural context in which learning occurs (Cobern, 1993, 1994; Hodson, 1993; Leach & Scott, 2003) and have, through such movements as science, technology, society and the environment (Pedretti, 1997; Solomon, 1991; Solomon…