Current school science curricula attempt to reflect contemporary constructivist-provisionalist related epistemologies as accepted by professional science. It is argued that conversely, the effect of science education is the creation of pupils holding naive-realist epistemological beliefs, largely inductivist-positivist absolutists who chase an…

The era of industrialization was also the age of invention, which spurred technology that in turn required skills not provided by existing educational institutions. In particular, the traditional elite higher education centers could not, or would not, provide the training in the numbers needed for a technical and increasingly global economy. The…

There has been a move in recent years towards the greater inclusion of social and ethical issues within science courses. This paper examines a new context-based course for 16-18 year-olds (Salters-Nuffield Advanced Biology) who are studying biology in England and Wales. The course is taught through contexts and has an emphasis on social issues and…

In everyday life people have to interpret and negotiate scientific knowledge in conjunction with other forms of knowledge. Three levels of public understanding of science are described, including its intellectual contents, its research methods, and its organizational forms of ownership and control. (KR)

Describes the use of Science and Technology in Society (SATIS) publications as starting points for thought-provoking assemblies. (JRH)

Describes the Science in the Environment project which aims at providing a general education in science rather than training for a scientific career. Offers students a remarkable degree of flexibility with respect to both the amount of science they wish to study and the way in which they wish to learn. (JRH)

In this study, we describe the development of measures used to examine pupils' attitudes towards science. In particular, separate measures for attitudes towards the following areas were developed: learning science in school, practical work in science, science outside of school, importance of science, self-concept in science, and future…

The communication methods used by the mass media, museums, and schools and the features common to all three are described. Four themes that have arisen from a communication project are discussed. These include communication, context, construction, and constraint. (KR)

Addresses the issue of what the curriculum might look like if the promotion of public understanding of science was taken as its primary aim. Discusses understanding science content, methods of science, and science as a social enterprise. (JRH)

The introduction of citizenship as a National Curriculum subject in English schools offers new opportunities for the effective teaching of science. Presents some challenges for busy physics teachers and the resources available to support them. (Author/MM)

The principles that seem to govern the way people receive and use scientific knowledge are considered. The results of three surveys, conducted in England and the United States, are compared in terms of adult and student scientific literacy, gender differences, social context, and attitudes of people to scientific change. (KR)

Analyzes what influences the environmental knowledge and perceptions of English and Mexican school children. Explores the extent to which culture and the school ethos with regard to the environment have an effect on the formation of environmental knowledge, perceptions, and attitudes in young children. Concludes that schools with strong…

The changes in the statutory science curriculum specification for all students aged 14-15 in England and Wales in 2006 herald a shift in how curriculum content is organized, and the purposes for science learning. In a curriculum for scientific literacy the selection of social situations and scientific controversies determines the knowledge that is…

Describes the benefits of using visits to industries to help future teachers appreciate the potential of industry links for developing children's understanding in science and issues related to industrial development such as environmental and ethical concerns. (Author/WRM)

Criticizes the national curriculum in England and Wales for not giving elementary-school teachers the freedom to explore relationships between subjects, especially as they relate to scientific and technological literacy. Argues that teacher education in science and technology and teacher input into curriculum development must also be improved.…