The Talking Science project initially involved three secondary schools and eight of their feeder primary schools in the London Borough of Richmond Upon Thames. The project created, trialled and evaluated a set of key stage 2/3 transition materials for children moving from primary to secondary school, using argument as a teaching and learning…

Biological phenomena can be investigated at multiple levels, from the molecular to the cellular to the organismic to the ecological. In typical biology instruction, these levels have been segregated. Yet, it is by examining the connections between such levels that many phenomena in biology, and complex systems in general, are best explained. We…

Building explanations is fundamentally what science is about. Students require support both for constructing their own explanations about the surrounding world, and for reflecting on those explanations in ways that help them to assess the quality of their explanations and the strategies they use to build them. This paper describes the development…

This six-chapter document (part of a series on biology and human welfare) focuses on ecology, ecosystem management, and biology teaching. Chapter 1 discusses the basic elements of ecology (considering organisms and their environment, populations, and communities and ecosystems). Chapter 2 describes several aspects of human ecology and resources…

This six-chapter document (part of a series on biology and human welfare) focuses on agriculture and the teaching of this subject area. Major topic areas considered in the first five chapters are: (1) the development of agriculture; (2) agricosystems (considering agriculture as an ecosystem, land utilization and soils, soils and food production,…

Compared "extended discretion" (ED) learning approach to traditional Biological Sciences Curriculum Study (BSCS) laboratory investigations. Found that although ED students are more capable of exercising independent judgment for greater lengths of time while BSCS demanded more teacher time, all teachers were still reluctant to accord…

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)

This five-chapter document (part of a series on biology and human welfare) focuses on biological systems as energy sources and on the teaching of this subject area. Chapter 1 discusses various topics related to energy and ecology, including biomass, photosynthesis and world energy balances, energy flow through ecosystems, and others. Chapter 2…

The intended, perceived, implemented, and achieved curriculum of high school biology classes in Israel was studied using a variety of data sources and research methodologies. The intended curriculum was identified by analysis of commonly used laboratory manuals. The perceived curriculum was captured by procuring the views of teachers and students…

Described is the importance of the cognitive level of science pupils, cognitive demands of the curriculum, and the social/cultural context within which curricula are planned. Emphasized is the historical division between planning and implementation. Suggestions for improvement are provided. (CW)

Examined is the wide range of statements of attainment in the National Curriculum that start with the phrase "be able to." A categorization of these statements is used to provide signposts for effective teaching and learning. The implications for in-service work and assessment arising from this categorization are considered. (KR)

This publication provides advice for schools exploring the possibility of introducing Triple Science GCSEs. It focuses on strategies for raising attainment generally but within the context of Triple Science. The document is split into six sections: The introduction, titled "Preparing to Implement Triple Science Courses," introduces some…

The Science 16 program provides for the development of essential concepts, skills, and attitudes in science that will enable students to function successfully in the home, classroom, workplace, and community. The program is activity-based, and provides opportunities for students to relate essential concepts, skills, and attitudes to their own…

This monograph provides a comprehensive description of the science, technology, and society (STS) movement in science education. The STS approach strives to broaden the scope of science education by integrating into the science program accurate presentations of the nature of science, the nature of technology, and the interactions of science and…

The Science 16 program provides for the development of essential concepts, skills, and attitudes in science that will enable students to function successfully in the home, classroom, workplace, and community. The program is activity-based, and provides opportunities for students to relate essential concepts, skills, and attitudes to their own…