The growth in science understanding and reasoning of 12 children is being traced through their primary school years. The paper reports findings concerning children's growing understandings of evaporation, and their changing responses to exploration activities, that show the complexity and coherence of learning pathways. Children's responses to…

This study aims at presenting a grid for analysing the way the language employed in Greek school science textbooks tends to project pedagogic messages. These messages are analysed for the different school science subjects (i.e., Physics, Chemistry, Biology) and educational levels (i.e., primary and lower secondary level). The analysis is made…

This article reports on the third year of a three-year longitudinal investigation into six secondary students' understanding of optics at a secondary school level. In the third year of this investigation the students, who by now were in Year 12, underwent a teaching sequence that centred on the teaching and learning of physical optics and quantum…

Describes the turbulent conditions that typify experiences as a science supervisor in the central office of a large urban school district implementing science systemic reform. Notes that typical policies and procedures allow stakeholders to undervalue the decisions they make, which creates currents of frustration and distrust capable of…

Research into primary teachers' understanding of concepts in science and technology provided information on teachers' confidence in teaching science, their understanding of a range of key ideas, and their own educational background in science. Teachers expressed low confidence in teaching science but also claimed not to find great difficulty in…

Research on students' causal reasoning was used to design a sequence for teaching electricity. Students' responses suggest that several students, when they construct microscopic mechanisms to explain electrical phenomena, may envision transient states and employ a specific type of causal chain--the iterative one--in addition to simple and linear…

Describes the way in which a new applied-physics course introduced in British Columbia as part of a program in applied academics can be seen to construct different networks in different contexts. Employs actor network theory (ANT). Contains 20 references. (DDR)

Proposes an approach for critical engagement with autobiographical text. Argues that by becoming better aware of the teller's intentionality and his/her insights gained from telling a (re)constructed version of self, the listener and the teller can engage in personal and socially transformative dialogue. (Contains 16 references.) (Author/WRM)

Reflects on the idea of a person being constructed through his actions, and the role of the teacher in enabling such actions. Argues that the way a teacher shapes the classroom is, in effect, a lens through which children can be viewed and visions of the educational process both shape and are shaped by the teacher. (Author/WRM)

Explores an approach to autobiographical research based on a notion of "outlaw genre" autobiography, referred to as "biomythography". Describes the use of photo essays to learn about prospective elementary teachers' stories of science and science education. Calls for an examination of hegemonies extending from students' personal histories as…

Investigates student teachers' understanding of science and their ability to learn what was needed when it was required for teaching purposes. Findings indicate that half the students were able to prepare themselves adequately through independent research with guidance although their initial background knowledge of science was weak. Discusses…

Constructivist-based discussions in the science classroom were elicited through the application of an intervention model for effective whole-class discussion based on the "Philosophy for Children" program. Pre- and post-test measures indicate that the experimental class experienced significantly greater gains in scientific reasoning than…

Describes the conversational rhythm in an elementary class in order to understand when and how teacher and students succeed in developing shared understandings, and when and how they encounter difficulties. Uses the two contrasting concepts of "intermingling" and "bumpiness" to catch the phenomenological aspects of time in the…

Presents an action-research study of student scientific literacy that is analyzed by two metaphors of learning: students working in science as if they follow recipes, and students working in science as if they devise recipes. Considers the usefulness of the metaphors as a framework to provide common ground for otherwise divergent views on…

Presents a study that uses a quasi-ethnographic methodology employing impressionistic tales of the field to explore constraints and successes encountered by teachers while implementing innovative teaching approaches in middle school classrooms. A new middle school structure blended elementary and secondary school cultures. Presents three tales…