From star systems to social systems, CONASTA 64 connects teachers to researchers and scientists working on the cutting edge of modern science. We asked two CONASTA 64 Keynote speakers, Steven Tingay and Ian Walker to share their passion for their work and their dedication for giving back to the science community.

The past 20 years or so have seen ongoing concern for the nature of science education in the Anglophone developed world. A particular focus of this concern has been the need to find new ways to frame science curricula that will engage students, yet it is proving difficult to achieve this goal. In this article I argue that the impact on science…

The globalized nature of modern society has generated a number of pressures that impact internationally on countries' policies and practices of science education. Among these pressures are key issues of health and environment confronting global science, global economic control through multi-national capitalism, comparative and competitive…

In my response to the commentaries made about my article, I observe that the commentators find no obvious errors with my estimates of the size of the signing deaf community. However, most of them are not as pessimistic as I am partly because of the position they take on a number of issues. Namely, the supposed uniqueness of Australia in its…

Discussed is a study which triangulates the relationship between the patriarchal system, capitalism, and ecology using ethnomethodology. Relates a feminine idealogical set to general environmental sensibility. (CW)

Argues that the relationship between science and technology is complex and that technology is not simply applied science. The premise of the argument is that technology can also be considered a necessary precursor to scientific knowledge. Contains 24 references. (DDR)

Argues on ontological grounds against the idea that technology is simply applied science. The premise of the argument is that technology can also be considered a necessary precursor to scientific knowledge. Contains 19 references. (DDR)

Discusses three aspects of Australian science education: the curriculum for teaching school science; the structure of science in schooling; and the threat of isolation for school science education, in the context of international developments and directions over the last thirty years. (Author/JRH)

Presents arguments for and against the theory and practice of genetic engineering. Considers the food labeling controversy and general ethical issues related to genetic engineering. (Author/WRM)

Seeks to extend the range of critical literacy strategies that environmental educators might use in their engagement with curriculum policies. Focuses on a recent curriculum and professional-development project from Australia. Contains 27 references. (DDR)

Presents the idea that several points should be considered in animal dissection: (1) ethics; (2) the animal's position; (3) the law; and (4) the actual benefits to society. Recommends that students be carefully prepared for animal dissection. Contains 21 references. (DDR)

Teaching science to indigenous students in Australia can be difficult, as some Western science concepts are in direct conflict with their cultural beliefs. Outlines some ways to make science instruction more culturally relevant to primary-aged indigenous students living in remote areas of the Northern Territory. Contains 23 references. (Author/WRM)

Summarizes a report about professional credentials presented to the Australian Science Teachers Association (ASTA). Presents a rationale for the involvement of ASTA in the development of science teaching standards, a summary of the state of teacher evaluation, and a discussion of future options for ASTA's involvement in standards. (DDR)

Argues that the alliance between the government and the scientific establishment has resulted in reforms that do not help future citizens in understanding the complexities of the social relations of science and technology. Presents evidence of a return to a conception of scientific literacy in which the central mythology of value-free science is…

Discusses the various ways that environmental education is defined. Emphasizes the influence that environmental education can have on values and behaviors. Describes formal and informal approaches to environmental education, along with some of the problems of programs that exist in both of these realms. (TW)