Describes an empirical study concerning the introduction of the concept of chemical equilibrium in chemistry classrooms in a way which challenges students' initial conceptions of chemical reactions. Contains 23 references. (DDR)

Focuses on how teachers understand the place of the laboratory and laboratory work in their practice. Observations are based on interviews conducted with secondary science teachers in England. Contains 27 references. (DDR)

Described is the work done with preservice science teachers in a course that aims to increase students' abilities to reflect on their own pedagogical understandings. A description of the context of the course, a clarification of the notion of reflection, and a discussion of interviewing activities are included. (30 references) (KR)

Grade 11 students enrolled in a science/technology/society (STS) course, students not enrolled and their respective teachers were profiled. The results indicate that STS education rather that STS "doctrination" is the norm, the goal of "STS-literate" students has not been achieved, and the long-term retention capability of the established and…

Reports on a study of the views of teachers and staff on the introduction of individual investigative work into the precollege, advanced-level chemistry courses in Great Britain. Contains 21 references. (DDR)

Three modules on chemical equilibrium, developed as resource materials for a content-methodology course in chemistry for intending teachers and also for general chemistry courses at the senior secondary and tertiary levels, are described. The use of these modules in a methodology course showed a significant development of competence in the…