The study analyses the extent to which the sociological message transmitted by the Official Pedagogic Discourse of the curriculum for Portuguese middle schools contains the ideological and pedagogical principles of its authors. The research is epistemologically and sociologically grounded, placing particular emphasis on Bernstein theory of…

Students need to reflect on the practice of science to fully understand the nature of science (NOS), which is an important component of scientific literacy. In this paper, the authors describe how to implement an explicit and reflective pedagogy in college science laboratories and share examples from their implementation in a multiple-section…

There is an increase in school-community linked initiatives in school science. A substantial proportion of these involve rural schools. This article asks the question: In what ways do these initiatives offer possibilities for better engaging rural students with school science? The paper draws on information from a number of school-community linked…

Discusses the conflict of creation versus evolution in education and challenges biology teachers in building a learning environment. Investigates the beliefs and ways of managing conflict of conservative Christians who were science teachers, future science teachers, science teacher educators, and scientists. Warns teachers against using strong…

Outlines the first South-East Asian conference on university physics education held in Penang, Malaysia, May 16-21, 1977, to identify, analyze, and compare physics curricula and to improve physics education in developing countries. (SL)

Outlines the science courses taught in year 11 at Sacred Heart College in Australia. A feature of these classes is that all periods in all classes may be taken in laboratories designed and equipped for the particular subject. (MLH)

Describes a certain procedure, devised by the instructor, to speed up his grading of homework assignments for a general physics course. (GA)

Reviews a one-credit hour undergraduate inorganic chemistry course. (SL)

Reviews a quantitative analysis course taught by the personalized system of instruction (PSI). (SL)

Discusses the Nuffield Science Project and contrasts its philosophy with traditional science instruction in Britain. Describes aspects of the chemistry curriculum which reflect the aims of the Project, and outlines some radical changes that have taken place in examinations in science. (JR)

A course based on the science used in science fiction stories is described wherein the students read the stories and discuss the physics content. A partial list of the books read is included along with the background theme and appropriate references. (DF)