Briefly describes chemistry programs in Burma, Indonesia, the Philippines, Thailand, Malaysia, Singapore, Hong Kong, Taiwan, Korea, Japan, New Zealand, and Australia. (MLH)

Tested the hypothesis that spatial reasoning is a significant correlate both of formal thought, as defined by Piaget's measures of the proportionality schema, and of achievement in science. Sex differences in proportional reasoning and spatial skills in 6th-form (11- year-old) students from a New Zealand high school were also examined. (CS)

Compared to other subjects, the typical introductory programming (CS1) course has higher than usual rates of both failing and high grades, creating a characteristic bimodal grade distribution. In this article, I explore two possible explanations. The conventional explanation has been that learners naturally fall into populations of programmers and…

Presents data on aircraft take off and landing, including measurements of turning speeds, triangle of velocities method, fuel consumption, air pressure differences, air turbulence, maintenance inspection, and airborne radar. Indicates the materials can serve as relevant physics examples in teaching sixth and seventh form pupils. (CC)

This research sought to identify reasons why the study of science was being rejected by girls and Polynesian students. From eight schools chosen to give a representative coverage of ethnic grouping (Maori, European, Pacific Island) and type (single sex, coed, rural, urban, primary, intermediate, secondary), 20 Form 1 to 4 classes were administered…

Although the participation rates of females in science, technology, engineering, and mathematics (or STEM) education is poor in most Western countries, considerable differences across countries exist as well. This may be due to differences in the so-called gender achievement gaps, that is, delays of one sex with respect to the other. The variation…

Discusses the integrated science course given to 13-16 year olds and the structure of form 6-7 physics designed for 16-18 year olds. Indicates the presence of school staffing and financial problems in carrying out new science programs. (CC)

Discusses the need for environmental education in New Zealand. Describes waterway restoration projects and curriculum development efforts to create activities and ideas that would be incorporated into the regular school curriculum. (Author/ASK)

Analyzes using path analysis models, student attainment of the objectives of a first year university physics course. Four aspects of physics attainment are identified: (1) theoretical; (2) applied; (3) experimental; and (4) attitudinal objectives. (HM)

Presents the Maori cosmological perspective and the modern theory of evolution. Explains how these two creation stories can coexist. Discusses life on earth during its first 3 billion years, including concepts of singularity, Big Bang, time, space, matter, gravity, stars, planets, seas, and life. (DLH)

Outlines the background of the curriculum development work in Aotearoa, New Zealand, with respect to the indigenous Maori people and science education. Expresses concern about the fitting of one cultural framework into another and raises questions about the approach used in the development of the science curriculum. Discusses implications for…

This study examines the effects of public preschool expenditures on the math and science scores of 4th graders, holding constant child, family, and school characteristics, other relevant social expenditures, and country and year effects, in 7 Organisation for Economic Co-operation and Development (OECD) countries--Australia, Japan, the…

Describes three case studies of the use of the Learning in Science Project (Energy) in New Zealand. Themes discussed include systems undergoing change, defining initial and final conditions, energy as a nonmaterial factor of change, forms of energy and conservation of energy. Mentions other issues and research. (CW)

The purpose of this study was to monitor the development of teacher personal attribute and school environmental factors at an urban intermediate (years 7 and 8) school in New Zealand as a result of an extended science professional development intervention project. Over a 2-year period, a validated, comprehensive science curriculum delivery…

This book reports on the findings of a 3-year research project, Learning in Science, carried out in New Zealand. It documents the teacher development process for a group of science teachers as they used new teaching activities to take into account students' thinking, constructivist views of learning, and alternative conceptions. The professional…