Attracting and retaining students in Science, Technology, Engineering, and Mathematics majors, particularly those who are underrepresented, is a national concern. While undergraduate research experiences have been shown to increase retention and engagement, inequities in access exacerbate disparities. Understanding what hinders or facilitates the…

Despite valuable syntheses of the field of gender and science education, there has not been a systematic, comprehensive review of the literature on gender and science education in recent years. We examine the literature pertaining to girls' engagement in science and develop four themes (equity and access, curriculum and pedagogy, the nature and…

Argues that instead of defining scientific literacy in terms of specifically prescribed learning outcomes, scientific literacy should be conceptualized broadly enough for local school districts and individual classroom teachers to pursue the goals that are most suitable for their particular situations along with the content and methodologies that…

This review of literature focuses on three decades of research related to precollege student understandings about the nature of science. Although the majority of studies show that student understandings are less than desirable, there is research that indicates that student conceptions are acceptable. (PR)

Presents the story of one nongovernmental organization (NGO) and the role it played in reconceptualizing science education in South Africa. Describes the success of the Science Education Project (SEP) in confronting authoritarian practices of government organizations and those within its own ranks. Science education can become the Trojan horse of…

Calls for differentiating between three kinds of studies of students' conceptions in science, namely descriptive studies, explanatory studies, and studies attempting to foster conceptual change. Cites the literature about student perceptions and science instruction. (TW)

Examined are two aspects of science education--the nature of science and curriculum reform. Contemporary views on the tentative nature of science and a generative model of learning are synthesized. (KR)

Reviews research from the past 40 years on students' and teachers' conceptions of the nature of science, clarifies the basic assumptions and logic which have guided earlier research efforts, contrasts the results from qualitative and quantitative research, makes recommendations about research methods, and suggests avenues for future research about…