1. Preface

   • Laurie Rattray-Wood

   EditorialNotes Pages: v - v

2. Science education and philosophy of science

   • Don Margetson

   OriginalPaper Pages: 1 - 7

3. Science teacher participation in reviews of syllabi—more than an organizational dilemma

   • Rod Fawns

   OriginalPaper Pages: 8 - 16

4. Some effects of practice teaching on students' attitudes to teaching science

   • Ken Appleton

   OriginalPaper Pages: 17 - 25

5. Science teaching in the United States: A prospective versus retrospective synthesis

   • Robert Yager
   • Norris Harms
   • Vincent Lunetta

   OriginalPaper Pages: 26 - 33

6. Primary science, inquiry and classroom demands: Pre-service teachers responses and perceptions

   • Keith Skamp
   • Colin Power

   OriginalPaper Pages: 34 - 43

7. Children's drawings of natural phenomena

   • David Symington
   • Keith Boundy
   • John Walton

   OriginalPaper Pages: 44 - 51

8. Description, analysis and action: Three phases of a research project

   • Rodger Osborne
   • Peter Freyberg
   • Keith Stead

   OriginalPaper Pages: 52 - 58

9. Unsolved problem areas in biology: Some student and teacher views

   • John Dekkers
   • Alan McLaren
   • Marvin Druger

   OriginalPaper Pages: 59 - 65

10. Learning of physics at the Papua New Guinea University of Technology

    • Beno B. Boeha

    OriginalPaper Pages: 66 - 71

11. Implementation of a personalized system of instruction in physical science and comparison of attitude and achievement with conventional classes

    • Ron Cullen

    OriginalPaper Pages: 72 - 77

12. Project physics in N.S.W.

    • Curil Quinlan

    OriginalPaper Pages: 78 - 86

13. Influence of practical work on test performance

    • Elaine P. Atkinson
    • Richard T. White

    OriginalPaper Pages: 87 - 93

14. Student perceptions of the influences of practical work in science at high school and matriculation levels in Tasmanian schools

    • P. P. Lynch
    • V. L. Ndyetabura

    OriginalPaper Pages: 94 - 102

15. The use of problem-solving in meaningful learning in biology

    • Margaret Brumby

    OriginalPaper Pages: 103 - 110

16. A case study analysis of differences in learning processes and outcomes in biology

    • John R. Baird
    • Richard T. White

    OriginalPaper Pages: 111 - 120

17. The use of cognitive mapping in teaching and learning strategies

    • Peter J. Fensham
    • Jan Garrard
    • Leo West

    OriginalPaper Pages: 121 - 129

18. Learning a procedural task

    • Bill Butts

    OriginalPaper Pages: 130 - 140

19. Toward a theory of learning in tertiary science education

    • Howard Fearn-Wannan

    OriginalPaper Pages: 141 - 149

20. Learning or cognitive styles — What are they?

    • Margaret Brumby

    OriginalPaper Pages: 150 - 157

21. Development of a scale of cognitive demand for analysis of printed secondary science materials

    • John Edwards
    • Gloria Dall'Alba

    OriginalPaper Pages: 158 - 170

22. Teacher transmission-interpretation and students' attitudes to science

    • P. L. Gardner
    • E. E. Gray
    • S. M. Taylor

    OriginalPaper Pages: 171 - 179

23. Formal schooling and the attitudes of Papua New Guinean students 1972–1980

    • M. N. Maddock

    OriginalPaper Pages: 180 - 192

24. What do they say they want? year 7 students' preferences in science

    • C. J. Dawson
    • N. Bennett

    OriginalPaper Pages: 193 - 201

25. University students' expectations of geography, chemistry and biology courses with special reference to students' perception of geography

    • Paddy Lynch
    • Andrew Davey

    OriginalPaper Pages: 202 - 208