Computer simulations have been used very effectively for many years in the teaching of science but the focus has been on cognitive development. This study, however, is an investigation into the possibility that a student's experimental skills in the real-world environment can be judged via the undertaking of a suitably chosen computer simulation…

This study investigates whether the Cognitive Acceleration through Science Education (CASE) scheme could be used to meet the demands of the Literacy and Numeracy Framework (LNF). The LNF is part of the Welsh Government's improvement strategy in response to perceived poor performance in the Programme for International Student Assessment (PISA)…

This article describes how the Cognitive Acceleration through Science Education (CASE) programme was implemented in the final year of primary school and the first year of secondary school in a number of schools in Ireland. The original CASE programme, pioneered in the 1980s, proved successful in its aim to develop the science-reasoning abilities…

Provides some background from the biological and behavioral sciences relevant to the education of young children. The author concludes that experience gained by age 8 (particularly during the years 0 to 5) matters for the rest of an individual's life. (PEB)

Assesses the physics, chemistry and biology content of the Nuffield Combined Science Course used in British schools by experimental testing to children's understanding of the course. A model by which the pupils' achievement is mapped to an estimate of their maximum Piagetian level of thinking is presented. (HM)

Finds that the construction of concept maps may help students make links between scientific concepts and related topic areas. Describes different methods of concept map analysis which illustrate different levels of conceptual development. (CCM)

Cites efforts to relate macro-level research (studies examining science achievement as related to the economic development of a nation), intermediate-level research (e.g., achievement as related to institutional variables), and micro-level research (cognitive development, etc.) to determine a science of teaching science. (CP)

Discusses the Piagetian stages of cognitive development and their significance to the science curriculum. Refers to research that indicates that a number of concepts incorporated into the Nuffield O-level physics and chemistry curricula come too early in the courses, before many students have developed sufficiently to deal with them. (JR)

Compares results in organic chemistry during the first year in a polytechnic school with a separate survey of sixth-form achievement. The findings are discussed in terms of the implications for post-A-level chemistry, the debate on chemical nomenclature, and the application of Piagetian concepts to chemistry courses. (Author/CP)

Discusses the work of T. S. Kuhn and Sir Karl Popper. Current views on the nature of science and some current ideology of scientific education are also analyzed with regard to the views of science due to Kuhn and Popper. (HM)

Describes five stages of children's understanding about energy, reflecting an interaction between what they learn at school and their outside knowledge. Suggests a new approach for teaching the second law of energy, comparing it with the more traditional approach. (DC)

Discusses techniques for teaching science and science concepts (including the role concept), learning contrasts, biology in the press, social responsibility, and development of thinking in students. (SL)

Illustrates principles of integrated elementary school programs by reference to the development of interests by one British class that commenced with a study of a redevelopment area near the school. (AL)

Presents some arguments for the importance of nature conservation which are intended for British science teachers. A study which investigates students' understanding of a concept is also included. (HM)

Discussed is the idea that energy is the cause of change. This idea, going back to early cognitive development, means that the teaching of energy needs to confront how, thermodynamically, people can perform actions. The change in energy caused by differences is emphasized. (KR)