We propose a new instructional theory, the Domain of Validity (DoV) Framework, which offers a new way forward for designing teaching for conceptual change, while also resolving conflicts between existing theories related to common, difficult-to-change conceptions students have about particular scientific topics. We propose that knowledge consists…

This paper describes the current state of science education in Arab states and anticipates some of the challenges faced by those states as they reform their science education. After discussing problems of illiteracy, access and quality we provide contextual information about the structure of the educational systems and describe recent efforts to…

Contemporary policy statements from government and reforms to science curricula in schools emphasise the importance of educating a scientifically literate public for democratic participation in science and technology. While such an aspiration is seemingly uncontentious and appears consistent with progressive educational thinking, the reality of…

For many years, formal school science education has been criticised by students, teachers, parents and employers throughout the world. This article presents an argument that a greater collaboration between the formal and the informal sector could address some of these criticisms. The causes for concern about formal science education are summarised…

In this paper I consider a role for risk understanding in school science education. Grounds for this role are described in terms of current sociological analyses of the contemporary world as a "risk society" and recent public understanding of science studies where science and risk are concerns commonly linked within the wider community. These…

This article summarises the main uses and affordances (the perceived qualities of systems that can support or hinder interactions: Greeno & MMAP, 1998) of interactive technologies commonly used in school science. Its main emphasis, however, is on eliciting and documenting the emerging strategies that teachers are developing for exploiting the new…

The three major educational sectors in which learning occurs are often taken to be the formal education sector (schools, colleges, universities and so on), the workplace, and the free-choice learning sector (Falk, 2002). This review is concerned with science on television, understood as a significant component of the free-choice learning sector.…

An enhanced greenhouse effect, leading to global warming and associated changes in the climate system, is arguably one of the greatest environmental challenges facing humankind in the 21st century. The challenge extends to the scientific, political, economic and ethical domains of the human enterprise. The science of climate change involves…

The starting point for this article is the lack of a clear or emerging consensus of what is generally understood by the term "health education", or its role as a component of the school science curriculum which requires a particular research focus. One of the purposes of this article is to explore the concept of health education as one…

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…

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)

Addresses the need for a public understanding of science. Presents both an historical perspective and a current view of the public's understanding of science. Reviews international examples of adult science programs and discusses the need for adult scientific literacy. (ML)

Provides a review of the range of innovative science activities in India. Points out some of the parallels with science and science education issues in India and in other countries. Offers perspectives on the state of nonformal science for the public and reforms of science in the schools of India. (ML)

Reviews the purposes, underlying assumptions, and curriculum development model for the United Kingdom's "Children's Learning in Science Project." Explains the general features and phases of the constructivist approach to learning that the program advocates. Identifies theoretical developments on children's ideas, the constructivist view…

Against the background of the current crisis in science education, discusses various aspects of science/technology/society (STS) curriculum and instruction, including the need for new definition of science education, social science education and STS, and STS curriculum materials. Also provides a framework for educating about STS. (JN)