The USA has had a new set of science standards entitled the Next Generation Science Standards since 2014. While their adoption has not been ubiquitous, as curriculum choices are a state rather than a federal decision, they have been adopted by 19 states (plus the District of Columbia). Moreover, they have been influential on the curriculum choices…

In "For Whom Is Argument and Explanation a Necessary Distinction? A Response to Osborne and Patterson," Berland and McNeill seek to argue that there is an overlap between these two discourse acts such that, in the welter of classroom life, it is difficult to make the distinction. Indeed, in their article Jonathan Osborne and Alexis Patterson did…

This article is a version of the talk given by Jonathan Osborne as the Association for Science Education (ASE) invited lecturer at the National Science Teachers' Association Annual Convention in San Francisco, USA, in April 2011. The article provides an explanatory justification for teaching about the practices of science in school science that…

Teaching about climate science presents some unique challenges. Unlike many other science topics, mitigation and adaptation to climate change will require students to take action. This article outlines five major challenges to communicating about climate change in the classroom, drawing on research in environmental psychology: scepticism,…

This paper provides a rationale for the changes advocated by the Framework for K-12 Science Education and the Next Generation Science Standards. It provides an argument for why the model embedded in the Next Generation Science Standards is seen as an improvement. The Case made here is that the underlying model that the new Framework presents of…

Students' questions play an important role in meaningful learning and scientific inquiry. They are a potential resource for both teaching and learning science. Despite the capacity of students' questions for enhancing learning, much of this potential still remains untapped. The purpose of this paper, therefore, is to examine and review the…

Describes four projects: (1) using diagnostic assessment to improve science learning; (2) issues in the implementation of evidence-based approaches in science education; (3) teaching pupils 'ideas-about-science'; and (4) understanding the researcher-user interface. Describes projects that are focused on curriculum development and explores how…

Points out two areas of difficulty in teaching Newtonian dynamics. Describes several alternatives to physics learning using new technology. Details the use of the LOGO computer language in teaching simple Newtonian environments. Suggests the potential for creating new learning experiences in dynamics with new technology. (CW)

This paper reports some methodological approaches to the analysis of argumentation discourse developed as part of the two-and-a-half year project titled "Enhancing the Quality of Argument in School Science" supported by the Economic and Social Research Council in the United Kingdom. In this project researchers collaborated with…

Explores the research on argumentation in science education by focusing on two questions: (1) what should constitute argumentation?; and (2) what does research say about classroom conditions that promote, nurture, and sustain argumentation practices among students? Discusses possible barriers to argumentation and foundational frameworks and…

Summarizes the principal arguments and recommendations in the report "Beyond 2000: Science Education for the Future," funded by the Nuffield Foundation. Presents a new vision of science education and offers 10 recommendations for change. (DDR)