Proposes resolutions about the relationship between a short course on science instruction and specific changes in teaching strategy. Identifies teachers' existing knowledge base as an important factor for the examination of new pedagogical ideas. Suggests that loyalty and demonstration provide a mechanism by which teachers may enhance their…

The original project, the foundation for all subsequent work, was set up in 1981 by Michael Shayer, with Philip Adey and Carolyn Yates, and became known as CASE @ KS3 (Adey and Shayer, 1994). CASE stands for Cognitive Acceleration through Science Education. The original CASE project drew on Piaget's work on the stage theory of cognitive…

The Eden Project in Cornwall sets out to educate about the interdependence of plants and people. Its tropical and Mediterranean biomes are housed in the largest "greenhouses" in the world, which serve as a backdrop to plants that grow in the temperate zones of the world, grown in Eden's outdoor landscape. Eden has aroused worldwide…

This unit, developed by the Third World Science Project, is designed to add a multicultural element to existing science syllabi (for students aged 11-16) in the United Kingdom. The project seeks to develop an appreciation of the: boundless fascination of the natural world; knowledge, skills, and expertise possessed by men/women everywhere;…

This publication is one in a series of 12 giving the recommendations that were made for a broad and balanced education program in science for young people. This guide attempts to answer the questions regarding what science is taught in primary schools, what skills good primary science gives children, and how secondary schools build on primary…

Presents accounts from primary teachers as they worked toward fostering questioning. Techniques included providing good stimuli for questions, having students share thoughts in groups of increasing size, and modeling good questions and question-asking. (PVD)

Describes the Assessment of Performance Unit (APU) Science project. Discusses the findings including perceptions of problems, procedural understanding, control of variables, and measurement strategies. Suggests a change from traditional learning strategies to more student-centered ones. (YP)

Reviews the successes and failures of the science curriculum reform activities in England and Wales during the last 20 years and examines the underlying causes. In this review the author draws extensively on findings from researchers into curriculum implementation, conducted in Britain and elsewhere. (Author/HM)

The Third World Science Project (TWSP) is designed to add a multicultural element to existing science syllabi (for students aged 11-16) in the United Kingdom. The project seeks to develop an appreciation of the: boundless facination of the natural world; knowledge, skills, and expertise possessed by men/women everywhere; application of knowledge…

The material in this book was devised in answer to a need expressed by many teachers, especially in primary (elementary) schools, for support in the teaching of astronomy. These projects and activities are aimed at fulfilling the requirements of the National Curriculum in England and Wales and the 5-14 Guidelines in Scotland. Each activity gives…

Because children are in danger of losing their curiosity in adolescence, science teaching in primary school is of critical importance. Nurturing curiosity requires that the locus of control must reside with the learner. Instructional density (the amount of teaching) must not inhibit children's thinking and decision-making so as to remove the…

This document contains 15 chapters on various topics related to elementary science assessment. A comprehensive description of efforts to introduce alternatives to multiple-choice, paper and pencil tests to assess science learning is provided. The monograph includes an analysis of assessment issues, descriptions of current practice, and suggestions…

As a part of a doctoral thesis considering the history of teaching physical and chemical change, 641 chemistry/science textbooks have currently been examined. These books are from many different countries and date from the eighteenth century to the present time. The books have described a wide variety of experiments to illustrate the difference…

This paper begins by exploring some general issues associated with the idea of progression in education in general and in science education in particular. These are then related to the particular domain of interest of the Procedural and Conceptual Knowledge in Science (PACKS) Project, which is concerned with the responses of children, aged 9 to…

This unit, developed by the Third World Science Project, is designed to add a multicultural element to existing science syllabi (for students aged 11-16) in the United Kingdom. The project seeks to develop an appreciation of the: boundless fascination of the natural world; knowledge, skills, and expertise possessed by men/women everywhere;…