What makes lessons different? a comparison of a student's behaviour in two science lessons Ken Appleton OriginalPaper Pages: 1 - 9
Is achievement in Australian chemistry gender based? John BeardCharles FoglianiAudrey Wilson OriginalPaper Pages: 10 - 14
Towards becoming a reflective practitioner: What to know and where to find it Anne ByrneCampbell J. McRobbie OriginalPaper Pages: 15 - 23
Sci-Tec: Evaluating a non-deficit model of in-service Graham CrawfordYvonne Zeegers OriginalPaper Pages: 24 - 33
Development of a hypertext computer program to enhance the scientific writing of upper secondary physics students Patrick CroninGary WilliamsLēonie Rennie OriginalPaper Pages: 42 - 50
“The approaching storm.” Ideology power and control: The national science teachers association curriculum development in the USA Roger T. CrossRonald F. Price OriginalPaper Pages: 51 - 60
Assessing the psychosocial environment of science classes in Catholic secondary schools Jeffrey P. DormanCampbell J. McRobbieBarry J. Fraser OriginalPaper Pages: 61 - 67
How can we find out what 3 and 4 year olds think? New approaches to eliciting very young children's understandings in science Marilyn FleerTim Hardy OriginalPaper Pages: 68 - 76
Textbook representations of science-technology relationships Paul L. Gardner OriginalPaper Pages: 85 - 94
The historical context of Newton's Third Law and the teaching of mechanics Colin Gauld OriginalPaper Pages: 95 - 103
Effect of context and gender on application of Science Investigation Skills Mark W. HacklingPatrick J. Garnett OriginalPaper Pages: 104 - 109
“Hands on-minds on”: Introducing openness into senior biology practical work Mavis A. Haigh OriginalPaper Pages: 110 - 117
Post-primary science teachers' perceptions of primary science education Bruce JeansIan Farnsworth OriginalPaper Pages: 118 - 125
Towards a theoretical basis for students' alternative frameworks in science and for science teaching Brian L. JonesKevin F. CollisJane M. Watson OriginalPaper Pages: 126 - 135
Teaching problem-solving skills: A reflection on an in-service course for chemistry teachers in Singapore Kam-Wah Lee OriginalPaper Pages: 136 - 145
A decade of debate on the schooling of girls in physics: Where are we now? Dorothy Kearney OriginalPaper Pages: 146 - 155
Chemical apathy or hysteria: What role for education? Andrea Klindworth OriginalPaper Pages: 156 - 164
Students' understanding of concepts related to plant growth Lesley LevinsJohn Pegg OriginalPaper Pages: 165 - 173
Science teachers' views of professional development John LoughranLawrence Ingvarson OriginalPaper Pages: 174 - 182
Teaching about theories of light in year 12 physics: An historical approach Paul McColl OriginalPaper Pages: 183 - 188
Improving quantitative volumetric analysis skills in first year university chemistry courses Carmel McNaughtHeather GrantRobert Prosser OriginalPaper Pages: 189 - 198
How consistently do students use their alternative conceptions? David Palmer OriginalPaper Pages: 228 - 235
The role of classroom research projects in the preparation of science teachers Stephen M. Ritchie OriginalPaper Pages: 236 - 242
Facilitating practitioner research into strategies for improving communication in classroom groups: Action research and interaction analysis — A reconciliation? Jo SadlerRod Fawns OriginalPaper Pages: 243 - 251
Emerging issues concerning the future directions of Australian senior science education: The Queensland experience Donna SatterthwaitJim ButlerWarren Beasley OriginalPaper Pages: 252 - 258
Conceptions of water-related phenomena R. A. SchibeciA. FetherstonhaughS. Griffin OriginalPaper Pages: 259 - 265
“The sun is sleeping now”: Early learning about light and shadows Gilda SegalMark Cosgrove OriginalPaper Pages: 276 - 285
Response to the discipline review of teacher education in mathematics and science David SymingtonLindsay Mackay OriginalPaper Pages: 286 - 292
The evolution of an approach for using analogies in teaching and learning science David F. Treagust OriginalPaper Pages: 293 - 301
Developmental aspects of primary school children's construction of explanations of air pressure: the nature of conceptual change Russell Tytler OriginalPaper Pages: 308 - 316
Teaching controversial issues in the secondary school science classroom Wilhelmina Van Rooy OriginalPaper Pages: 317 - 326
Teacher perceptions of professional development needs and the implementation of the K-6 science and technology syllabus Colin Webb OriginalPaper Pages: 327 - 336
Taking the plunge into the gene pool: Teaching and learning in genetics Rachel Wood OriginalPaper Pages: 337 - 344
An integrated science pre-service teacher training course: A focus on assessment Deborah CorriganJohn Loughran Abstracts and Research Notes Pages: 345 - 346
Problems with implementing science and technology in primary schools in N.S.W. Brian Ferry Abstracts and Research Notes Pages: 347 - 348
The role of group work using computational exploratory learning environments within children's learning in science Zoe Zoni Kavogli Abstracts and Research Notes Pages: 349 - 350
Learning in science centres and science museums: A review of recent studies Terry McClaffertyLéonie Rennie Abstracts and Research Notes Pages: 351 - 351
Students' and teachers' explanations of chemical equilibrium Janice M. Wilson Abstracts and Research Notes Pages: 352 - 354
Girls, boys and conceptual physics: How senior secondary students have responded to a conceptual physics course J. A. Woolnough Abstracts and Research Notes Pages: 355 - 355