The research aims to explore the role of science for employees in science-based industries and for members of the public interacting with science in their everyday lives. Case studies were carried out in a small sample of industries, in community action groups and in personal decision making. The methodology, informed by a tentative model of science, included scrutiny of available relevant documentation and semi-structured interviews. The findings suggest that procedural understanding was essential in the higher levels of industry and in interacting effectively with everyday issues, while conceptual understanding was so specific that it was acquired in a need-to-know way. The implications for science education hinge on a substantial reducti...
This article describes the insights generated from a series of focus groups conducted around signifi...
In this new edition of the ASE Guide to Primary Science Education, two important areas are highlight...
Many Australian students, particularly secondary students, perceive school science to lack relevance...
This study examines science teachers’ thinking on the nature and purpose of practical work in the co...
This study examines science teachers' thinking on the nature and purpose of practical work in the co...
This study examines science teachers’ thinking on the nature and purpose of practical work in the co...
This paper investigates the respective roles of substantive and procedural understanding with regard...
This thesis proposes a reconceptualisation of science education. Compulsory science education should...
contexts, typically presents questions, decisions and the need for prioritisation. There is general ...
This paper explores the nature and type of evidence employed by participants in an issue of public c...
This paper explores the nature and type of evidence employed by participants in an issue of public c...
Inquiry has been one of the most prominent reforms in science education. One of the goals of teachin...
Amidst an international call for a re-formed and re-envisaged science education agenda, the actual s...
The debate about the public understanding of science has taken place at a time when science educatio...
It is now widely accepted, and indeed emphasized in the Next Generation Science Standards, that scie...
This article describes the insights generated from a series of focus groups conducted around signifi...
In this new edition of the ASE Guide to Primary Science Education, two important areas are highlight...
Many Australian students, particularly secondary students, perceive school science to lack relevance...
This study examines science teachers’ thinking on the nature and purpose of practical work in the co...
This study examines science teachers' thinking on the nature and purpose of practical work in the co...
This study examines science teachers’ thinking on the nature and purpose of practical work in the co...
This paper investigates the respective roles of substantive and procedural understanding with regard...
This thesis proposes a reconceptualisation of science education. Compulsory science education should...
contexts, typically presents questions, decisions and the need for prioritisation. There is general ...
This paper explores the nature and type of evidence employed by participants in an issue of public c...
This paper explores the nature and type of evidence employed by participants in an issue of public c...
Inquiry has been one of the most prominent reforms in science education. One of the goals of teachin...
Amidst an international call for a re-formed and re-envisaged science education agenda, the actual s...
The debate about the public understanding of science has taken place at a time when science educatio...
It is now widely accepted, and indeed emphasized in the Next Generation Science Standards, that scie...
This article describes the insights generated from a series of focus groups conducted around signifi...
In this new edition of the ASE Guide to Primary Science Education, two important areas are highlight...
Many Australian students, particularly secondary students, perceive school science to lack relevance...