Globally climate change (CC) is scarcely addressed in school curricula, and school graduates are mostly uneducated about climate change. The purpose of this paper is to make a case for conceptualising CC as a discipline, and to further argue why CC should be included in school curricula as a disciplinary-subject. An initial examination of CC in…

Grant-funded curriculum development efforts can substantially impact practice and research in science education. Therefore, understanding the sometimes-unintended consequences of changes in grant priorities is crucial. Using the case of two large funding agencies in the United States, the current portfolio review provides insight into these…

This paper offers a commentary upon a number of recent documents from different countries concerned with the reform of school science education. It identifies and considers in turn four issues drawn from the documents: the way in which science is defined; the reference to science as a whole rather than as discrete disciplines; the nature of…

Begins with a review of Canadian science education and the status of science standards development across Canada. Focuses on Ontario and a curriculum restructuring project taking place there. Contains 27 references. (DDR)

Provides a general description of the National Science Curriculum in Korea including its involvement in science textbook development. Discusses evaluation procedures for science programs and textbooks. Also contains information on curriculum policy and assumptions about learning. (DDR)

Discusses curriculum development in New Zealand from educational, social, political, and historical perspectives. Describes and critiques the development process. Contains 70 references. (DDR)

Traces the evolution of science teachers' understandings of the complex process of judging standards of student achievement in Queensland high schools. Contrasts the Queensland system with other systems in Australia. Contains 37 references. (DDR)

Argues that "connective specialization" could be the basis for a science curriculum that would provide people with the capabilities they will need throughout their working lives in the next century. Claims that science teachers need to see science in its relationship to other subjects and fields of study and that they must initiate…

Offers insight into the sorts of questions that might be asked in scientific inquiry and suggests a new sort of question--What If?--complementary to those questions which have traditionally dominated scientific practices. (PVD)