This study investigated whether the Key Concepts in Science Project influenced the pedagogical development of Natural Science teachers. Grounded in social constructivism, emphasising collaborative learning and hands-on interaction, the study employed qualitative methods to collect empirical data. Through photographic evidence, field notes, and…

This study evaluated the effectiveness of the Mathematics Infusion into Science Project (MiSP), which integrated science and mathematics in an engaging middle school science curriculum that fostered improvements in science content knowledge, higher-level problem solving, and affective domains related to mathematics. The project design was based…

It is often claimed that engineering projects improve student achievement in mathematics and science, but research on this topic has shown that many projects do not live up to the claim (Teacher Advisory Council, 2009). Ideally, undertaking a science project should be motivating, while also helping students to understand the interplay between…

As well as providing a valuable and enjoyable experience for pupils, outdoor learning also enhances and contextualises learning in science by helping pupils understand science concepts. Teachers' lack of confidence in which aspects of the science curriculum they can actually teach outdoors deters them from venturing outside the classroom for…

Reports on a study, Project REMODEL, that implemented and evaluated innovations in lecture, laboratory, and assessment for students in the introductory sequence for undergraduate chemistry. Results indicate that special sessions and conceptual exam questions can improve students' abilities to work successfully with both concepts and algorithms.…

This paper, designed to be used in conjunction with a video-tape developed by the Learning in Science Project (Primary)--LISP(P)--shows excerpts from some of the interview schedules used to examine children's ideas about floating and sinking. These interviews involved the use of "interview-about-instances" (IAI) cards (included in an…

This study investigated the meanings and ideas held and questions asked by children (ages 7-14) about floating and sinking (in water). Data were collected from interviews using "interview-about-instances" (IAI) cards (included in an appendix) and 10 objects which either floated or sank. Additional data were collected from classroom…

For several decades, science teachers have used bottles for classroom projects designed to teach students about biology. Bottle projects do not have to just focus on biology, however. These projects can also be used to engage students in Earth science topics. This article describes the Earth System Science Project, which was adapted and developed…

The Learning in Science Project (Primary)--LISP(P)--investigated the ideas and interests children have about hot and cold. Data were obtained from 25 children (12 boys and 13 girls), ages 8 to 11, using the "interview-about-instances" (IAI) procedure. Areas investigated included: (1) the meanings of the words…

Presents information in brief on changing priorities in science education. Cites three categories of aims for science, traits of underachievers, and the processes of science. Includes reflections on the Salter's GCSE Scheme of Assessment, the integration of science and drama, and a historical perspective of practical work in school science. (RT)

Two booklets were developed by the Learning in Science Project (Primary)--LISP(P)--to help teachers adopt an approach to primary science teaching which would enhance children's understanding of floating and sinking. Both booklets were designed to enable teachers to reconceptualize their teaching task from activity-driven, didactic teaching to…

For the past 13 years the JASON Project has offered students and teachers a unique opportunity to learn about how the earth and space systems support life, and technologies used to study the earth-space system. The JASON Project aspires to help teachers to increase student learning of content-specific information; and to engage students in…

Describes a project where students build their own catapults and modify them to solve four problems. Suggests the unit be integrated with a social studies unit on the Middle Ages. (PR)

A staff development project to create closer integration and mutual support between specialized science and technology curricula and vocational education courses is described. Project activities are listed, and a statement of underlying assumptions is provided. A list of guidelines for coordinating shop and academic projects follows. Guidelines…