Alternative constructs and cognitive development: Commonalities, divergences, and possibilities for evidence Philip Adey OriginalPaper Pages: 1 - 10
Discipline knowledge and confidence to teach science: self-perceptions of primary teacher education students Ken Appleton OriginalPaper Pages: 11 - 19
Teacher beliefs about learning and teaching in primary science and technology Peter AubussonColin Webb OriginalPaper Pages: 20 - 29
Physics teachers' action-research experience with a teaching module on “Force” Andrew Baimba OriginalPaper Pages: 30 - 37
Students' perceptions of an innovative university laboratory program Christine BrewRichard Gunstone OriginalPaper Pages: 55 - 62
An ecological perspective on research with computers in science education Mark Brown OriginalPaper Pages: 63 - 71
Student perceptions of technology and implications for an empowering curriculum Janet Burns OriginalPaper Pages: 72 - 80
Classroom behaviour settings for science: What can pre-service teachers achieve? Brian Coles OriginalPaper Pages: 81 - 90
The improtance of selected textbook features to science teachers Alan CookDavid Tulip OriginalPaper Pages: 91 - 100
Development of an instrument for measuring attitudes of early childhood educators towards science Ruth Coulson OriginalPaper Pages: 101 - 105
Combining issues of “girl-suited” science teaching, STS and constructivism in a physics textbook Reinders DuitPeter HäusslerWalter Westphal OriginalPaper Pages: 106 - 113
What has happened to intuition in science education? Peter FenshamFerence Marton OriginalPaper Pages: 114 - 122
Reconstructing the interactive science pedagogy: Experiences of beginning teachers implementing the interactive science pedagogy Teresa FernandezGarth Ritchie OriginalPaper Pages: 123 - 131
Introducing technology education to young children: A design, make and appraise approach Marilyn Fleer OriginalPaper Pages: 132 - 139
Risk-taking and teachers' professional development: The case of satellite remote sensing in science education John K. Gilbert OriginalPaper Pages: 157 - 162
The reluctant primary school teacher Denis GoodrumJudith CousinsAdrianne Kinnear OriginalPaper Pages: 163 - 169
Expert — Novice differences in science investigation skills Mark HacklingPatrick Garnett OriginalPaper Pages: 170 - 177
Adult experiences of science and technology in everyday life: Some educational implications Tim Hardy OriginalPaper Pages: 178 - 187
Improving the quality of primary science teaching through a pre-service course Garry Henderson OriginalPaper Pages: 188 - 193
Teaching and report writing in primary science: Case studies of an intervention program Garry Hoban OriginalPaper Pages: 194 - 203
Professional standards for the teaching of science: An exploratory study Lawrence Ingvarson OriginalPaper Pages: 204 - 213
Primary science education: Views from three Australian States Bruce JeansIan Farnsworth OriginalPaper Pages: 214 - 223
School-based assessment of practical competence in science: Some issues from English experience Edgar Jenkins OriginalPaper Pages: 224 - 229
Teachers' perceptions of technology education: Implications for curriculum innovation Alister JonesMalcolm Carr OriginalPaper Pages: 230 - 239
Improving a playcentre science programme through action research Barbara Jordan OriginalPaper Pages: 240 - 247
Science and technology management: Designing an undergraduate course Chris KirkRichard Chapman OriginalPaper Pages: 255 - 259
Reporting to parents: Science in the context of the total primary curriculum Valda KirkwoodDavid Symington OriginalPaper Pages: 260 - 262
Students' understanding of concepts related to evaporation Lesley Levins OriginalPaper Pages: 263 - 272
Becoming a science teacher: First year teachers' approaches to learning about teaching John Loughran OriginalPaper Pages: 273 - 282
Dealing with graphic output from diagram processing tasks: Approaches to characterisation and analysis Richard Lowe OriginalPaper Pages: 283 - 290
Developing networks of grass-roots science curriculum action Carmel McNaughtDianne RaubenheimerJim Taylor OriginalPaper Pages: 291 - 298
Constructivism and empiricism: An incomplete divorce Michael R. Matthews OriginalPaper Pages: 299 - 307
Can any good come out of researching in science education and being a science teacher at the same time? Barry Newman OriginalPaper Pages: 308 - 314
Learning in professional practice schools: Beyond clinical experiences and teacher workshops Sharon E. NicholsBetsy Sullivan OriginalPaper Pages: 315 - 322
Primary pre-service teachers' pedagogical reasoning skills Ray PetersonDavid Treagust OriginalPaper Pages: 323 - 330
Pupils' understanding of combustion Teresa PrietoRod WatsonJustin Dillon OriginalPaper Pages: 331 - 340
A college of science: Bridging the gap between school and university Margaret RutherfordAletta Zietsman OriginalPaper Pages: 341 - 347
Challenging student teachers' conceptions of science and technology education Gilda SegalAssociate Professor Mark Cosgrove OriginalPaper Pages: 348 - 357
Learning theories and environments: A student-initiated intelligent computer-assisted environment Amarjit SinghMalcolm Carr OriginalPaper Pages: 367 - 376
Attitudes of pre-service mature age women students towards teaching primary science: An interview study Keith Skamp OriginalPaper Pages: 377 - 386
Detection of missing and irrelevant information within paper and pencil physics problems P. K. Tao OriginalPaper Pages: 387 - 392
Children's explanations of air pressure generated by small group activities Russell Tytler OriginalPaper Pages: 393 - 402
