There has been widespread interest in the study of oxoacids of phosphorus owing to their characteristic structures and uses in various areas of daily life. In this article, a new strategy is recommended to determine their structures. This strategy will help to develop problem-solving skills and creativity among students. The strategy is based on…

This article describes how a class of year 9 (age 13-14) students engaged in a research-informed and negotiated action science project to address socio-scientific issues. The project was informed by the 'STEPWISE' curriculum framework. Evidence suggests that students benefited from collaborative problem-solving, developing confidence, motivation…

This article examines how students taking a post-compulsory physics course for 16- to 19-year-olds (A-level physics) benefited from a change in pedagogy which meant that they spent more time problem solving in collaborative groups. Video analysis of these collaborative problem-solving sessions revealed that the students improved a number of key…

This article focuses on the importance of activity-based teaching in understanding the mole concept and the vital role of basic mathematical operations. It describes needs-based training for teachers in a professional development programme in India. Analysis of test results before and after the training indicates that teachers improved their…

Our view of learning takes into account how learners, when learning, are engaged in both doing science and mathematics and becoming mathematicians and scientists. Drawing on our work on a number of European projects that developed inquiry approaches across mathematics and science, we propose a new research and development agenda seeking new ways…

In 2000, the Programme for International Student Assessment (PISA) study was conducted by the Organisation for Economic Co-operation and Development (OECD). It is a worldwide study of 15-year-old students' performance in mathematics, science and reading skills. The study showed relatively poor results for German students' scientific literacy…

Ways in which linear lesson sequences can be modified to provide increased opportunities for open-ended activities especially with problem solving are considered. Examples drawn from chemistry and plant reproduction, seeds, and germination are given. (KR)

An appreciation of the relationship between novice and expert knowledge frameworks may help develop an understanding of the process of transition from one to the other. Recommends the use of concept mapping. (DDR)

This article defines and presents a rationale for problem-based learning in science teaching. The process of problem-based learning is outlined and its benefits explored. The use of problem-based learning in the classroom is illustrated to support it as a feasible teaching strategy for secondary school science. (Author/PR)

Definitions for the terms open-ended, problem solving, and investigations are considered. The interaction between these terms and teaching styles are discussed. Student influences over the learning process in this type of investigation are examined. (CW)

An astrophysics course based on the constructivist approach to science teaching is described. The study of galactic structure is given as an example. Direct experiences and observations, representative-symbolic language, organized knowledge, and formal strategies are emphasized. (KR)

Describes a study of students' ability to balance equations. Answers to a test on this topic were analyzed to determine the level of understanding and processes used by the students. Presented is a method to teach this skill to high school chemistry students. (CW)

Describes the characteristics of task-centered explorations. Provides definitions and examples of types of task-centered activities. Analyzes factors which produce an uneven distribution pattern in the type of explorations that pupils experience. Discusses the implication of these analyses for classroom teachers. (CW)

Evidence is offered that the Levels of Attainment in Science in Britain's National Curriculum will be achieved by only the top 20 percent of 14 and 16 year olds, rather than 50 percent as planned. New teaching skills are presented as ways to alter this prediction. Success in improving standards is demonstrated in three examples. (Author/KR)

Presented are 27 science activities for secondary school science instruction. Topic areas include microbiology, botany, biochemistry, genetics, safety, earthquakes, problem solving, electricity, heat, solutions, mechanics, quantum mechanics, flame tests, and molecular structure. (CW)