School-based citizen science offers a way for students and teachers to collaborate with scientists and take part in multiple facets of research such as data collection and analysis, and sometimes research initiation, co-design, and reporting of findings. However, most citizen science projects offered to schools are of the contributory type, often…

To date, most studies of citizen science engagement focus on quantifiable measures related to the contribution of data or other output measures. Few studies have attempted to qualitatively characterize citizen science engagement across multiple projects and from the perspective of the participants. Building on pertinent literature and…

This study reports on the process and development of middle school science fair projects inspired by a summer science program of citizen science monitoring (Monarch Larvae Monitoring Project) with their classroom teacher. We gathered and analyzed qualitative data (interviews, focus groups, and project boards). Our analysis revealed three key…

This paper reports on a case study of the teacher's role as facilitator in computer-supported collaborative learning (CSCL) settings in science. In naturalistic classroom settings, the teacher most often acts as an important resource and provides various forms of guidance during students' learning activities. Few studies, however, have focused on…

Describes a project on labwork at upper secondary and undergraduate levels that was launched in 1996 and funded by the European Commission. Presents new research questions focusing on three objectives: (1) conceptual; (2) epistemological; and (3) procedural. (Contains 28 references.) (Author/YDS)

Analyzes the process of large scale curriculum development. Locates the projects and their development within the range of approaches advocated in science education and considers the practical decisions taken during the development in relation to theories of curriculum development and change. (ZWH)

Investigates performance outcomes based on different goal orientations by using a computer support environment (SCI-WISE) designed for learning and doing inquiry-based science projects. Uses two versions of SCI-WISE software and systems based partly on the theoretical framework of levels of agency and goal orientation. (Contains 16 references.)…

School science students can benefit greatly from participation in student-directed, open-ended scientific inquiry projects. For various possible reasons, however, students tend not to be engaged in such inquiries. Among factors that may limit their opportunities to engage in open-ended inquiries of their design are teachers' conceptions about…

Discusses the problems of adapting science curriculum materials from one country to another and from one language to another. The history of science curriculum adaptation and a systematic approach to curriculum adaptation are also included. (HM)

Described is physics education in Australia at the secondary level. Its origins based on British traditions and the influence of American thought and practice on its development are discussed. Implications for the future are examined. (YP)

Describes the adaptation process involved in modifying the outdoor biology instructional strategies (OBIS) project to the local environment and educational system in Israel. (HM)

Describes the National Sea Grant Program and eight types of education programs. Examines funding patterns from 1976 through 1987. Assesses current status of education within the Program using a director's survey. Discusses some implications for science educators. Provides the conceptual scheme for aquatic studies and a directory of the programs.…

Examines participation in science competitions to determine (1) whether gender differences in participation exist, and (2) whether there are gender differences in the subject areas selected (biological versus physical sciences). North Carolina student participation data were used for the years 1987-88. Gender differences in science competitions…