The science that is encountered by adults, whether through the media or through work contexts, typically presents questions, decisions and the need for prioritisation. There is

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ABSTRACT:In this paper, we report work undertaken with a group of 11 UK teachers over a period of a year to teach aspects of the nature of science, its process, and its practices. The teachers, who taught science in a mix of elementary, junior high, and high schools, were asked to teach a set of "ideas-about-science" for which consensual support had been established using a Delphi study in the first phase of the project. Data were collected through field notes, videos of the teachers' lessons, teachers' reflective diaries, and instruments that measured their understanding of the nature of science and their views on the role and value of discussion in the classroom. In this paper, drawing on a sample of the data we explore the factors that afforded or inhibited the teachers' pedagogic performance in this domain. Using these data, we argue that there are five critical dimensions that distinguish and determine a teacher's ability to teach effectively about science. Whilst these dimensions are neither mutually independent nor equally important, they serve as a valuable analytical tool for evaluating and explaining the success, or otherwise, that individual teachers of science have when confronted with teaching aspects about science. In addition, we argue that they are an important means of identifying salient aspects of pedagogy for initial and in-service training of science teachers for curricula that incorporate elements of "ideas-about-science." C

The foundation for citizens' understanding of conservation management is laid down in formal school education. This study sought the views of 12 conservation management experts, by interview, and 34 science teachers, using questionnaires, as to the essential underpinning concepts of biological conservation. Experts identified 45 biological concepts as contributing to a good understanding of conservation management, with the teachers emphasizing ecological concepts at the expense of fundamental genetics. Decision-making discussions (24), involving 15-16-year-old pupils, of two conservation scenarios were audio-taped to examine the actual use of biological concepts and values related to conservation management. Although pupils made use of several important biological concepts, values considerations were most noticeable. The findings suggest a conception of conservation management education that integrates concepts and values. Further examination of the optimum teaching strategy for this integration is desirable.

In this study the origin and evolution of the meanings of the concepts 'amount of substance' and 'mole' are described. Serious disagreements about these concepts amongst chemistry teachers and the recommendations of the international scientific community are identified. Attention is also drawn to the didactic implications that these epistemological difficulties may have for the teaching of chemistry.

This study explores whether the religious background of students affects their opinions about and attitudes to engaging with scientific explanations of the origins of the universe and of life. The study took place in four English secondary schools representing three different contexts (Christian faith-based; non-faith with majority Muslim catchment; and non-faith, mixed catchment). It comprised questionnaires and focus groups with over 200 students aged 14-16, supplemented by teacher interviews. The analysis approach was informed by grounded theory and resulted in the development of an engagement typology, which has been set in the context of the cross-cultural border crossing literature. It divides students into categories depending on both the nature and amount of engagement they were prepared to have with the relationship between science and religion. The model takes into account where students sit on four dimensions. These assess whether a student's preferred knowledge base is belief-based or fact-based; their tolerance of uncertainty (do they have a need for resolution?); their open mindedness (are they unquestioning or inquiring?); and whether they conceptualise science and religion as being in conflict or harmony. Many Muslim students resisted engagement because of conflicting religious beliefs. Teachers did not always appreciate the extent to which this topic troubled some students who needed help to accommodate clashes between science and their religious beliefs. It is suggested that increased appreciation of the complexity represented by their students can guide a teacher towards an appropriate approach when covering potentially sensitive topics such as the theory of evolution.

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One aim of the Evidence-based Practice in Science Education (EPSE) Network was to obtain a better understanding of the extent to which practitioners in science education recognise and make use of research findings in the course of their normal practice. The aim was realised through an interview and focus-group study of views of practitioners on the research-practice interface. The sample included primary and secondary science teachers (including a subset with direct experience of research), curriculum policy-makers, in-service trainers and authors of science textbooks and teaching materials. Questions explored perceptions of the nature, actual use and potential of research in science education. At a general level, teachers and other practitioners characterised educational research, variously, as: purposeful; carried out in a systematic manner; useful in informing action; and large scale. To be viewed as convincing, research evidence had to be seen as transferable, to have resonance with teachers' experience and beliefs, and to have a rigorous methodology. Widespread use of research evidence in the classroom seems to depend on at least two factors: translation of research findings into tangible and useful outcomes, such as teaching materials resulting from research projects; and the presence of a professional culture which encourages both exploration of research and changes to practice. Increasing use of research evidence requires researchers to translate outcomes of research into practical actions and practitioners to be skilled in using evidence systematically in evaluation of their own practice. Networks of researchers and practitioners may further the aims of evidence-based practice.