A learning model for science education: Deriving teaching strategies Ken Appleton OriginalPaper Pages: 1 - 10
Researching balance between cognition and affect in science teaching and learning J. R. BairdR. F. GunstoneR. T. White OriginalPaper Pages: 11 - 20
Toward a gender-sensitive model of science teacher education for women primary and early childhood teachers Margaret Bearlin OriginalPaper Pages: 21 - 30
Learning in science project (teacher development): The framework Beverley F. BellValda M. KirkwoodJohn D. Pearson OriginalPaper Pages: 31 - 40
New data and prior belief: The two faces of scientific reasoning Chris DawsonJack Rowell OriginalPaper Pages: 48 - 56
The influence of gender, ethnicity and rurality upon perceptions of science Mairead DunneLeonie Rennie OriginalPaper Pages: 57 - 65
The quality of teacher education programs: Methodological and procedural issues for reviewers Peter FenshamLeo West OriginalPaper Pages: 85 - 94
Learning environment, learning styles and conceptual understanding Lourdes M. Ferrer OriginalPaper Pages: 95 - 104
The technology-science relationship: Some curriculum implications Paul L Gardner OriginalPaper Pages: 124 - 133
Year 12 students’ attainment of scientific investigation skills Mark W HacklingPatrick J Garnett OriginalPaper Pages: 134 - 141
Outcomes of the primary and early childhood science and technology education project at the university of Canberra Tim HardyMargaret BearlinValda Kirkwood OriginalPaper Pages: 142 - 151
Australian studies: A vehicle for scientific and technological literacy? Beverley L Jane OriginalPaper Pages: 152 - 160
Developing a taxonomy of science concepts based on a scale of empirical distance Brian L. Jones OriginalPaper Pages: 161 - 170
"Expert" and "novice" subjects’ approaches to genetic problem solving in a computer-based setting Judith F. KinnearPatricia E. Simmons OriginalPaper Pages: 171 - 180
The constructivist paradox: Teachers’ knowledge and constructivist science teaching William LoudenJohn Wallace OriginalPaper Pages: 181 - 190
Diagram information and its organisation in memory: Exploring the role of skill and experience Richard K. Lowe OriginalPaper Pages: 191 - 199
Research into the environment of science laboratory classes in australian schools Campbell J. McRobbieGeoffrey J. GiddingsBarry J. Fraser OriginalPaper Pages: 200 - 209
Development of student inquiry skills in a computerised classroom environment Dorit Maor OriginalPaper Pages: 210 - 219
History, philosophy and science teaching: Current british, American and Australian developments Michael R. Matthews OriginalPaper Pages: 220 - 229
Focus folklore: Reflections of focus teachers on the SCI-TEC in-service project Ian NapperGraham Crawford OriginalPaper Pages: 230 - 239
Aboriginal studies and the science curriculum: Affective outcomes from a curriculum intervention Stephen M. RitchieJim Butler OriginalPaper Pages: 249 - 254
Effects of background and classroom characteristics on the science achievement of 10-year-old students Malcolm Rosier OriginalPaper Pages: 255 - 262
A research method using microcomputers to assess conceptual understanding and problem solving Patricia E. SimmonsJudith F. Kinnear OriginalPaper Pages: 263 - 271
"What’s your science teacher like?": Using students to appraise teaching and teachers Max Walsh OriginalPaper Pages: 282 - 291
Chemistry concepts and group cognitive structure: A study of undergraduate nursing students Janice M. Wilson OriginalPaper Pages: 292 - 299
How confident are primary school teachers in teaching science? Stephen YatesDenis Goodrum OriginalPaper Pages: 300 - 305
The investigation of school effects on student achievement in science: A multilevel analysis of educational data Deidra J Young OriginalPaper Pages: 306 - 315
Evaluation of a course designed to teach physics to students of physiotherapy Ian A. SimpsonKevin P. SingerMarjan G. Zadnik OriginalPaper Pages: 316 - 323
Reading, ’riting and ’rithmetic: Being literate in science and mathematics R. A. Schibeci Research Notes Pages: 324 - 325
