In most classrooms science has been presented as an inert body of knowledge to be assimilated rather than a process of inquiry and a way to make sense of our world. This traditional approach has allowed teachers to cover a great many topics but the quality of learning that it has yielded has proven disappointing. This article outlines some major…

This newsletter describes an ongoing empirical field study involving a description and analysis of practical teaching situations aimed at describing the content and structure of pupils' frames of reference. The project takes the form of a series of case studies in classes of the 3-year lines of upper secondary schools in Sweden. The study seeks to…