This literature review provides an overview of recent studies on the introduction of nanosciences and nanotechnologies in secondary education. Four salient research topics have emerged: questions and reflections preceding curriculum development on nanosciences and nanotechnologies lessons; research on students' conceptualisations of nano-related…

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…

Provides a review of health issues that could be incorporated into secondary science curricula. Includes sections on the nature of the concepts of health and health education, descriptive health education research, theoretical perspectives on health education, and models and curricula for health education. (ML)

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)

Discusses interests of various social groups in supporting trend to help students relate science to current issues and practical applications, pointing to issues in science/technology/society (STS) curricula that need to be addressed by science teachers and describing some organizational decisions that need to be made in developing STS curriculum…

Presented are some concerns regarding the relationship between science education and environmental education. Semantic problems, inadequate literature reporting efforts in the field, and the feeling that science education is the vehicle for environmental education are discussed and recommendations made for research and curriculum development. (CS)

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)

Presents the state of science education in Scotland beginning with a historical perspective, information about education, and a brief account of developments since the 1960s. Contains 33 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)

Traces the evolution of national curriculum policy in Great Britain focusing on England and Wales. Provides three versions of the national curriculum for science and a framework for assessment and testing. Contains 83 references. (DDR)

Reviews literature related to gender, science discourse, and the discourse designed to enhance girls' post-school options through nontraditional choices. Contains 116 references. (DDR)

Reviews and evaluates the contribution of historical studies in science education with particular reference to the case of England and Wales, where there are a series of challenges that threaten to undermine the enterprise as a whole. Contains 67 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…