Conrad Hal Waddington (1905--1975) was an English biologist who was especially interested in the big (metaphysical) questions of life. His thinking has become part of the foundation of modern systems biology. This article applies his thinking to middle-years school biology curricula (for ages 11-16), to see if their approach to epistemic questions…

Philosophical dialogue requires an approach to teaching and learning in science that is focused on problem posing and provides space for meaning making, finding new ways of thinking and understanding and for linking science with broader human experiences. This article explores the role that philosophical dialogue can play in science lessons and…

Continues a discussion of philosophical issues and problems related to realism and instrumentalism (SE531658), focusing on implications for science curriculum/instruction. Proposes a view of science and scientific theory suitable for school science. (Author/JN)

Reviews the history of alchemy including personalities and methods. Discusses the philosophy associated with various early chemists and alchemists. Attempts to show that it was not unreasonable for ancient alchemists to believe in the possibility of transmutation. (CW)

Philosophical issues and problems related to two contrasting views on the relationship between the constantly changing world of scientific theory and the real physical world (realism and instrumentalism) are discussed. Both accounts have serious limitations when compared to the actual practice and history of science. (JN)

Papers presented include: (1) discussion in science lessons; (2) research on science interests of South Australian 12-year-olds (N=753); (3) chemistry and science philosophy; (4) methods/goals of teaching science to slow learners; (5) uses of industrial applications in science lessons; (6) nature of scientific observations; and (7) pros/cons of…

Examined are ways in which beliefs and values arise in science education specifically, though not exclusively, involving Christian connections. The nature of science is discussed and one textbook's treatment of the Galileo Affair is considered. (Author/CW)

In this second part of this series, the applications of science are discussed including the need for Christian input. The wider issues of the place and treatment of beliefs and values across the curriculum are discussed. (CW)

Describes a study designed to determine if secondary school students are capable of assessing their own ability and if choosing science courses that fit their aims. Makes a comparison of recommendations and choices for nine course options. (GS)

Contains the text of the Presidential Address to the Association for Science Education and answers the two questions: why does education matter? and why does science education matter? (MKR)

Presents three different papers: (1) mathematical models and understanding in science; (2) attitude shaping in the training of science teachers (a role-playing strategy for laboratory safety and mini teaching as opposed to micro teaching); and (3) a technique in the analysis of technical writing to improve reading skills of students. (SK)

Papers presented include: (1) CORE science--an exploratory study of pupils' perceptions of their science course; (2) chemistry and science philosophy; (3) taxonomy of scientific words (focusing on language of science, science words, theories of meaning, uses/implications of the taxonomy); and (4) description of experimental studies, a 16+ work…