In this article, the author discusses why the history of science should be included in the science curriculum in schools. He also presents some opportunities that can come out of using historical contexts, and findings from a study assessing the place of history of science in readily available textbooks.

In this article, the authors describe a research project designed to explore the effects of science testing in Year 6 (age 11) in England and implications of the abolition of testing in Wales since 2004. The research was commissioned by the Welcome Trust in association with the ASE to inform representation to the House of Commons Select Committee…

Introduces a website that is used to present information, text, and images about science teaching dating from 1901 to the present. Topics include the subject teaching associations; the science classroom; science teachers; the science curriculum; pupils' work in science lessons; and science teaching, learning, and assessment. Describes the benefits…

Described are the positive and negative effects of declining enrollments on the curriculum, with particular emphasis on the science curriculum, at a neighborhood comprehensive school in England. Problems resulting from staff reductions are stressed. Suggestions are given relative to curriculum modification and staffing should the trend continue.…

Shares the perspectives of two newly qualified teachers who suggest ways in which new teachers should be supported. These views were shared in the context of a professional-development conference. (DDR)

Presents a paper that deals with the activities and policy of the British Association for Science Education. The history and activities of the association, science curriculum, girls and science education, and manpower are some of the issues discussed. (HM)

Describes how the problem of low enrollment of girls in physics in a British high school was treated. (HM)

Data pertaining to the number of science teachers and the population trends in England are presented. Several curriculum predictions are given based on the data. (SA)

Reports on the findings from the House of Commons Education Committee's Inquiry into Science and Technology at Key Stages two and three. Discusses background, views of Key Stages two and three, pupil motivation, curriculum, and recommendations. (JRH)

Discusses various aspects of in-service training sessions in science for British elementary school teachers, including who attends and kinds of sessions they prefer. Stresses the need for head teachers and consultant teachers to take more in-service training. Recommends school-based in-service training for all staff members. (JN)