This article is concerned with the level of reasoning needed to complete state examinations in mathematics and science at lower secondary level in Ireland. The authors used Lithner's (2008) Creative Reasoning Framework to classify tasks in three years of mathematics examination papers. They adapted this framework to do the same for science. It was…

The logos of many atomic energy regulatory bodies present a paradox in that the depictions of atomic structure that they portray tend to be 'wrong' in relation to the rules that govern pictorial representations of atomic structure that we teach. These logos present chemistry educators with excellent classroom resources to enhance critical thinking…

Space is a topic most learners find engaging. This article set out a short project investigating meteorite impacts, both practically and using simulations, and suggests resources that could be used. The formation of craters, such as those on the Moon caused by objects landing on its surface, is used to illustrate a study plan. The project is…

This article describes how the Cognitive Acceleration through Science Education (CASE) programme was implemented in the final year of primary school and the first year of secondary school in a number of schools in Ireland. The original CASE programme, pioneered in the 1980s, proved successful in its aim to develop the science-reasoning abilities…

Nutrition labelling, which helps consumers to make informed choices, can be used as both a context and a vehicle for students to consolidate and apply their knowledge of food and nutrition to improve health. It also facilitates students' ability to negotiate socio-scientific issues from scientific and other perspectives. This article reports a…

Science education research has shown that students use causal reasoning, particularly the model "agent--instrument--object," to explain or predict the outcome of many natural situations. Students' reasoning seems to be based on a small set of few intuitive rules. One of these rules quantitatively correlates the outcome of an experiment…

Questionnaires were completed by 5044 12-year-old pupils in Oxfordshire state schools and initially used to identify classes where the pupils were more positive and enthusiastic about their science lessons than the majority. The teachers of these classes were identified and the views of their pupils as to what happens in their science lessons…

Feedback from teachers during in-service courses shows that they are fascinated by neuroscience, as they feel that it has the potential to improve their teaching practice. There were two main outcomes from a small-scale action research project with primary and secondary science advanced skills teachers (AST) in North Yorkshire. The first is that…

This article takes a critical look at practical work in school science and the often extravagant claims that are made for it. A case is made for a more rigorous, theory-driven approach to practical methods. (Author/CW)

Analyzes the length of spontaneous reasoning chains exhibited by pupils in primary and early secondary schools. Findings indicate that the reasoning chain lengths may make it difficult for students to handle parts of the science curriculum that involve multistep reasoning processes. Discusses implications for the science curriculum. Contains 11…

Makes a case for why teaching about 'ideas and evidence' requires more attention to the teaching of argument in school science. Outlines various practical methods and strategies of local teachers through which this might be achieved. Explores difficulties and obstacles. (Contains 19 references.) (Author/ASK)

Compared are the levels of attainment for the Science in the National Curriculum assessment in Great Britain in 1989 and the performance of students on the application of science concepts part of the Assessment of Performance Unit-Science carried out in 1980-84. (KR)

Reviews selected post-1989 research findings on the impact of computer-based technology in science teaching and learning. Provides brief insights into the use of various applications and describes some of the strategies that have been shown to be successful in terms of either promoting conceptual development in science or enhancing higher-order…

Reports on a revision to the National Curriculum for Science in Great Britain that carries the danger of reverting to more prescriptive work with less emphasis on whole investigations. Uses a comparison between two exercises. (DDR)

Describes a survey of Greek schoolchildren's alternative conceptions about weather and climate. Finds that misconceptions exist, including confusion between the meanings of the terms "weather" and "climate", inflated estimates of temperature, and a belief that yearly weather data define climate. Suggests ways to help students…