The Oxford SEEN (Secondary Education around Early Neurodevelopment) project developed Key Stage 3 (11-14 year olds) science lesson content about the importance of the early years for lifelong health and evaluated its impact on students' knowledge of the neuroscience and practical application to a real-world scenario. A mixed methods approach was…

This response builds upon some of the issues raised in the article "Windows and mirrors: three images of the US science curriculum as reflected through Kenya's Jua Kali" by Jomo W. Mutegi of Indiana University Purdue, U.S.A, and Lazarus O. Momanyi of Moi University. In particular, the need for an operational science education curriculum…

This article presents the rationale and arguments for the presence of morals, values, ethics and character education in science curriculum and science teaching. The author examines how rapid science and technological advancements and globalization are contributing to the complexities of social life and underpinning the importance of morals, values…

With recognition of the importance of scientific literacy for the nation and yet the increasing students' disinterest in science through school science curriculum, the Korea Science Foundation launched an innovative program called "Everyday Science Class (ESC)" in partnership with universities and local government offices in 2003. In…

International examination results have already influenced many countries to make radical reforms in education system. According to these results countries have been categorized as high, middle and low achievement in education. Turkey has also taken these results into consideration quite seriously and started to investigate to what extent there are…

Observes the progressive change in the cognitive development of students (n=141) over the course of their secondary education in an Australian private school. Analyzes data to investigate children's cognitive development across years 8, 10, and 12. Examines the influence of the Cognitive Acceleration through Science Education (CASE) Thinking…

Presents the author's views of what should be done about science teaching and curriculum in the British elementary schools. (HM)

Analyzes the meaning of Piaget's concept of abstraction and provides discussion of some of its shortcomings. (HM)

Claims that children have a natural curiosity for their environment. Describes children's interaction and involvement in an activity with different kinds of insects in a Head Start classroom. Encourages parents to allow children to investigate without being too preoccupied with concerns for order or cleanliness. (MOK)

Describes William Perry's scheme of intellectual development, focusing on the first five stages or positions collectively termed "ways of knowing." Suggests applications of this scheme for science teaching. (DS)

Discusses advantages and disadvantages of standard high school biology and chemistry course sequences. Relates these sequences to Piagetian developmental levels as well as to David Ausubel's cognitive theory. Suggests that the sequences be reexamined in light of issues considered. (JM)

Offers an instructional approach to increase students' ability to employ mathematical operations as a means of physical measurement. (Author/JN)

Comments on the study of Mali and Howe (1979) which used the work of Nussbaum and Novak to examine the notions that Nepali children hold about the earth. (HM)

This second part of a review on teaching science to middle school students notes Piagetian ideas related to the learning of these students and focuses on the curriculum and needs of students. (MNS)

Reviews major purposes and conclusions, and criticisms of cross cultural Piagetian studies conducted during the last two decades. The particular interest of science educators in the work is discussed in light of the availability of new instruments for assessing levels of cognitive development and for analyzing science curricula. (Author/JN)