This article is a qualitative study, which was done in 2013-2014. In this study using a comparative study was conducted to compare physics curriculum elements of Iran with the countries studied. Countries studied: Singapore, Turkey, India, England and Australia have diverse educational system. In this study, the structure of the educational…

Science communication competence (SCC) is an important educational goal in the school science curricula of several countries. However, there is a lack of research about the structure and the assessment of SCC. This paper specifies the theoretical framework of SCC by a competence model. We developed a qualitative assessment method for SCC that is…

In New Zealand, as in many other countries, recent curriculum revisions have seen a change in focus in science education. There is an increased emphasis on students knowing about how the discipline of science works, with the aim of equipping them to become more critical users of science. In the New Zealand Curriculum document (Ministry of…

Describes a new curriculum for the final two years of a B.S. program in physics. Defines junior progress from a descriptive, lower-division understanding to an advanced analysis of a topic by phenomenon rather than discipline. (Contains 17 references.) (Author/YDS)

Explains the effect of students' epistemological beliefs on their approach to physics courses. Discusses instructional practices and curricular elements suitable for both college and high school that help students develop substantially more sophisticated beliefs about knowledge and learning as measured by the Maryland Physics Expectations Survey…

Formative evaluation of a physics curriculum unit (PLON) is reported. Phase one used general ideas and many instruments; phase two focused on specific questions arising from phase one. Findings suggested that relating curriculum content to ability to think about and explain a task was a prerequisite for student satisfaction. (CP)

Illustrates an approach to research-based teaching strategies and their evaluation. Addresses a teaching sequence on the superposition of electric fields implemented at the college level in an institutional framework subject to severe constraints. Contains 28 references. (DDR)

Reports on research that aimed to establish whether patterns of students' reactions to and achievement on physics assessment tasks were associated with the format of the task and the absence or presence of real-world contexts in the tasks. Contains 21 references. (DDR)

Analyzes the relationship between learning objectives and assessment items for Technical Education Council physics courses. Suggests improvements. (SK)

The Instructional Strategy Diagnostic Profile (ISDP) was designed to enable instructional developers and evaluators to predict the effectiveness of, and prescribe improvements for existing instructional materials. Experimental studies were conducted in introductory college statistics and physics classes to validate the ISDP and its accompanying…

Discusses: (1) the nature of science; (2) Ausubel's learning theory and its application to introductory science; and (3) mathematics and physics instruction. Outlines a checklist approach to Certificate of Extended Education (CSE) practical assessment in biology. (JN)

MEMBERS OF THE EVALUATION SECTION OF HARVARD PROJECT PHYSICS, DESCRIBING WHAT IS SAID TO BE THE FIRST ATTEMPT TO SELECT A NATIONAL RANDOM SAMPLE OF (HIGH SCHOOL PHYSICS) TEACHERS, LIST THE STEPS AS (1) PURCHASE OF A LIST OF PHYSICS TEACHERS FROM THE NATIONAL SCIENCE TEACHERS ASSOCIATION (MOST COMPLETE AVAILABLE), (2) SELECTION OF 136 NAMES BY A…

This six-chapter guide is designed to help Georgia teachers adopt or adapt various options into the local school's science curriculum. Major areas addressed in the chapters are: (1) secondary school curriculum development (focusing on performance objectives, sequencing the curriculum, evaluation, and scientific literacy); (2) teaching methods…

This document was developed to encourage and aid local schools in the assessment of their science curricula on a continuous basis. It provides: (1) a 21-step implementation schedule for conducting a science curriculum assessment and/or revision; (2) a model for assisting schools in developing their science philosophy, goals, and topics; (3)…

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…