Suggests practical ways to lower the language barrier in learning science and using language to promote the learner's development in science. Considers the language of both learners and teachers and views learning through talking and listening. Contains 18 references. (DDR)

Reports on the replication of a study of teaching styles from the 1970s. Explores possible relationships between class size and the quality of teaching in 60 classrooms. Suggests some reasons for teachers choosing teaching strategies that are ineffective. (DDR)

Discusses which should be given more emphasis in the British primary science: the content or the process. The advantages and disadvantages of both sides are presented. Content objectives treated in the same way as process and attitude objectives are suggested as content guidelines for primary science courses. (HM)

Briefly reviews some of the main features of the research evidence and the latest data on student attitudes toward science. Argues that the recent introduction of an extension of compulsory science education in England, Wales, and Northern Ireland has not succeeded in changing the level of interest in science. (DDR)

Presents an analysis for the development of research in science education. Results of some studies of six areas of science education research which have particular relevance for future policy and practice are also discussed. (HM)