Evidence is offered that the Levels of Attainment in Science in Britain's National Curriculum will be achieved by only the top 20 percent of 14 and 16 year olds, rather than 50 percent as planned. New teaching skills are presented as ways to alter this prediction. Success in improving standards is demonstrated in three examples. (Author/KR)

Describes a science department's evaluation of the way teachers use questions in the teaching of science. Explains how the evaluation is organized and discusses what is revealed about the art of asking questions and encouraging students to do the same. (DDR)

Outlines an ideal physics curriculum where key ideas are learned using an apprenticeship model. Discusses the implications of a shift towards Internet-based learning. (DDR)

Argues that the United Kingdom's National Curriculum recommendations regarding data analysis tasks do not explain the specific activities clearly enough to assist teachers in deciding what practices to follow. Presents research that shows that the range of data-analysis tasks that pupils can perform depends on the type of data as well as on the…

A biology curriculum that reflects the practice of biologists, based on a clear description of what biologists know and do, would provide some pupils with a basis for future scientific work and all students with basic scientific literacy. Contends that the British National Curriculum contains an inadequate representation of the work of practicing…

Reviews a recommendation that all entrants into English and Welsh primary initial teacher training should possess a science GCSE pass. Identifies potential problems related to recruitment and adequate time allotted for the curriculum. (DDR)

Discussed are the Caribbean experiences with school-based assessment in science, considering the general education background against which the strategy was adopted, some school conditions that appeared to be critical to its implementation, and its apparent impact on the teaching and learning of science. (Author)

Reviewed are the various purposes that discussion may serve for science education--for carrying out practical work, for interpreting results, and for understanding social issues. The importance of students contributing their own experiences to a discussion is discussed. (KR)

Provided is a perspective on the teaching of a unit on the Earth in space. The themes to be found within the unit, approaches and resources that can be used for teaching and learning the subject, and some of the typical ideas that children hold about astronomical subjects are provided. (KR)

Described is a computer program that, by means of a simple motor task, provides a context that enables students to learn about motor coordination. The effects of alcohol, drugs, or solvents on the motor task can be investigated using a delay in the feedback loop. A description of the hardware and software is included. (KR)

The dominant position science education has been granted in Britain's National Curriculum is challenged. It is argued that, far from increasing the need to know science, developments in technology actually reduce the need. It is suggested that efforts to direct school science education toward broader environmental issues are doomed to failure. (KR)

Describes a project in which museum guides were developed by university biology students. The guides encourage activities centered around the exhibits and identify discussion points while addressing elements of the British National Curriculum. (DDR)

Outlines the fundamental changes in initial teacher education in England and Wales in recent years, with particular reference to the Post Graduate Certificate of Education (PGCE). Finds that a large proportion of secondary science teacher trainees had little or no knowledge of or experience with General National Vocational Qualifications (GNVQ)…

Examined is the wide range of statements of attainment in the National Curriculum that start with the phrase "be able to." A categorization of these statements is used to provide signposts for effective teaching and learning. The implications for in-service work and assessment arising from this categorization are considered. (KR)

Discusses idea that education "for" the environment should begin as early as do other components of the British National Curriculum, continue throughout, and not be regarded as the poor relation of education "about" the environment. Maintaining the health of the environment is considered by the author to be the most important task that will face…