Teachers do not simply deliver a set curriculum, but carry out classes based on practical knowledge, including their values, beliefs, and experiences. Therefore, it is meaningful to investigate the practical knowledge of teaching among teachers in terms of orientation, structure, and content in order to understand the teacher's knowledge,…

Contemporary curricula are increasingly focused on broader framings of student outcomes such as 'competencies', 'capabilities' and '21st century skills', as we realise that declarative disciplinary knowledge no longer, on its own, confers the capacity to deal with the complex and fast-changing world that students are now entering. In mathematics,…

Describes how teachers can use hypotheticals to help their students use a wide variety of skills in a cooperative manner to investigate the many scientific facts, technology, and competing arguments that relate to a topical societal issue. (DDR)

Discusses three aspects of Australian science education: the curriculum for teaching school science; the structure of science in schooling; and the threat of isolation for school science education, in the context of international developments and directions over the last thirty years. (Author/JRH)

Seeks to extend the range of critical literacy strategies that environmental educators might use in their engagement with curriculum policies. Focuses on a recent curriculum and professional-development project from Australia. Contains 27 references. (DDR)

Outlines an industrial chemistry course aimed at bridging the academe-industry gap by identifying two major threads: the way industry functions and the way industrial chemists should act in order to be most effective. Contains 39 references. (DDR)

Describes a teaching resource designed to provide young Australians with a motivating science curriculum. Provides timely information and covers a variety of topics that are interesting to students. (DDR)

Reports the results of a survey of 70 experienced primary school teachers in Australia designed to explore respondents' concepts of technology and their attitudes about curriculum change. Discusses the implications of their findings on technology curriculum improvement. (CW)

Connotations for the word "environment" have increased to include a wide range of meanings. It has become a political force with candidates of most major parties being very conscious of what is referred to as the "environment vote." In the classroom and society, "environment" is a controversial issue. For example, at…

This paper investigates the links between environmental management, hazard management, and education in Australia. The purpose of the paper is to show that hazards are a major aspect of the environment of all students, hazard education is fundamental to effective hazard management in a democratic society, and hazard education should be regarded as…

Examines some of the reasons why energy education programs in Australia tend not to be tied closely with the environmental impacts of energy use. Highlights some of the difficulties facing the environmental education teacher who wishes to conduct a valid study of energy sources. (TW)

Summarizes the results of an International Bioethics Education Survey conducted in Australia, New Zealand, and Japan. Compares knowledge and teaching of 15 selected topics with particular emphasis on the teaching of social, ethical, and environmental issues of in vitro fertilization, prenatal diagnosis, biotechnology, nuclear power, pesticides,…

This paper describes the evaluation of three curriculum models to teach technology. The three modules present technology as a design process involving problem identification and analysis; generation and evaluation of alternative solutions; planning and construction of models; and trialing, modification and evaluation. Participating pupil's…