Discusses a series of interviews with students at the end of their first year of studying science in secondary schools. Compares and contrasts students' perceptions of reality with their expectations. (DDR)

Argues that educational materials produced by corporations and industry associations tend to give a corporate view of environmental problems, often casting doubt on the scientific basis for environmental regulation and promoting superficial solutions that have minimal impact on their operations. Contains 30 references. (Author/DDR)

Describes an assessment of science student teachers' knowledge of biological concepts performed before and after their one-year Post Graduate Certificate of Education (PGCE) course. Finds little improvement in subject knowledge following training or in subsequent teaching of the concepts during the PGCE year. Suggests ways to improve science…

Presents courses, projects and teaching styles relating to different areas of science that are used in British schools. School science for the education of all, chemistry-O level syllabus, and teaching styles in the Nuffield A-level Physics course are examples of information presented. (HM)

Contains suggestions from educators concerning teaching methodologies and laboratory equipment in middle school science topics. (CP)

Explains practices and activities related to measurement, observation, and problem solving/practical investigating in British science classes. Provides three physics investigations and assesses their instructional potential and effectiveness with students. (ML)

Discusses the commonly held misconceptions on heat and examines potential contributing factors. Defines and provides examples of internal energy and heat. Suggests approaches to the teaching of heat for secondary level students. (ML)

Contains 31 activities and experiments from the biological and physical sciences. Addresses such areas as reproduction, biotechnology, ecology, proteins, nitrates, aerosols, metal crystallinity, circuit boards, and photoswitching. (ML)

Gives an overview of interactive radio broadcasts for science produced by the British Broadcasting Corporation. Provides examples of their organization and discusses different ways to use them in a classroom. (CW)

Describes a study which examined teachers attitudes about the value of practical work, attitude changes from previous studies, how teachers' aims relate to their teaching emphasis, and the differences between teachers who teach for practical exams and those who use teacher assessment of practical work. Presents methods and results. (CW)

Reports some aspects of an evaluation of the Alternative Nuffield Physics Certificate of Secondary Education subject. Discusses the relevance and implications of problems that may recur in the General Certificate of Secondary Education program. (CW)

Examines the definitions of scientific observation used in assessing students in Great Britain for the General Certificate in Secondary Education (GCSE). Proposes an instruction framework that supports such definitions. Provides examples of observational tasks and some methods of evaluating them. (TW)

Describes 20 teaching activities and experiments appropriate for use with various secondary school science classes. Instructional activities include the study of catalase, raising bees, a game about equilibrium, spectrometers, lead iodide, resonance, graphing, and electromagnetic waves. (TW)

Describes the construction of a chemistry laboratory. Also discusses the place of science in school technology teaching, a study of students' understanding of simple quantitative relationships in chemistry, and the objectives of school physics. (JN)

Describes an operative model of secondary science curriculum development (the Secondary Science Curriculum Review-SSCR). Explanations of the levels of organization, styles of management, and role functions are stated. Characteristic elements include teacher participation, group autonomy, and shared decision making. Interaction and consultation…