Discusses some of the major research in science education published during the last 10 years in order to raise some of the methodological issues involved. Illustrates the progress that has been made along the path toward a science of teaching science. (CW)

Addresses several questions related to British secondary students' choices in science, particularly as they relate to gender differences. Cites several national surveys that suggest that girls tend to choose biological science courses, while boys choose physical and technological science courses. (TW)

Some observations of general progress and of gender-related differences in achievement when using construction sets in the early years are presented. Included are the results of two studies which examined the use of Lego construction sets by children age six to eight. (CW)

Definitions for the terms open-ended, problem solving, and investigations are considered. The interaction between these terms and teaching styles are discussed. Student influences over the learning process in this type of investigation are examined. (CW)

Describes a study of student understanding of the nature of physics in Hungary before and after curricular reform in 1985 similar to Nuffield physics in Great Britain. Concludes that students taking non-science courses do not readily adopt a physical style of thinking. (CW)

Discusses the use of analogies and models for teaching about electric current. Reports on a study in which one group of students used analogies to learn about electric current and one did not. Results indicate that, in this case, analogies did not play a significant role in student understanding. (TW)

The relationship between process and content in children's science learning is discussed. The idea that both aspects are important in learning, especially during practical investigations, and that both should be emphasized are presented. (KR)

This article takes a critical look at practical work in school science and the often extravagant claims that are made for it. A case is made for a more rigorous, theory-driven approach to practical methods. (Author/CW)

Describes a study of perceived difficulty of chemistry courses among secondary school and college students in Kenya. Concludes that organic chemistry may not be as difficult as many people believe. (CW)

Four reports are presented including "Alternative Approaches to Assessment of Practical Work in Science"; "Introducing Multicultural Science Teaching to a Secondary School"; "A Case Study on the Relative Performance of Boys and Girls in Chemistry Part II"; and "An INSET Technique--Developing a New Consensus." (CW)

Three reports are presented including "Do Practical Subjects Encourage Understanding of Science?"; "What Is an Anti-Racist Atom?"; and "Taking the Plunge with Role Play. Departmental In-Service Using SATIS Materials." (CW)

Included in this section are articles on the following topics: science education for pupils with learning difficulties, the Engineering Council, differential achievement in early childhood according to sex, a peer tutoring program, and suggestions for involving students in recording their own achievement. (CW)

The effectiveness and use of the Science and Technology in Society (SATIS) materials in United Kingdom schools are summarized. Questionnaires, interviews, and classroom observations were used to collect data from both students and teachers. (KR)

Presented are four research articles and staff development activities. Included are: an activity used to stimulate discussion of the issue of balanced science; a constructivist approach to teaching electric circuits; a science grading scheme; and a discussion of priorities in science education. (CW)

Presents the mathematics of body size and surface area to volume. Examines arguments used related to the topic. Concludes that while some of the traditional arguments are valid, most are not. One analysis for an organism is provided in an appendix. (YP)