British Council for East Asia reported that the level of English competency of Indonesian pupils in primary and secondary education in English lessons and other scientific disciplines was very concerning. They did not use English as Medium Instruction (EMI) in Science class well. Besides, pupils need to have English communication skills in the 21st century. Because of that, the research aims to investigate how EMI should be applied in Science class. The purposive survey method was used in this study involving the process of data triangulation from tests, questionnaires, unstructured interviews, and observations of learning. The research subjects were selected by a purposive sampling technique involving 172 pupils aged 11-13 years from several secondary schools in four major cities in Indonesia which use English as the medium of instruction in Science class. The results showed that EMI can be applied in Science class by bilingual strategies. Most of the pupils understood the teachers' instruction, scientific terms, even scientific concepts but they felt safer using both Indonesian and monolingual languages to avoid some errors e.g. misconceptions when teachers explain fundamental science concepts. Introducing keywords in the form of bilingual terms related to the fundamental concepts of science helps pupils to understand science concepts more deeply and develop pupils' ability to speak English actively. These findings are expected to become a reference for how to use EMI in science class.

Among three levels of chemical representation, the sub-microscopic level is the most difficult to learn by students. To solve the problem, it is assumed that the concept of the discontinuous nature of matter or particle concept should be mastered initially by students before they learn sub-microscopic representations of further chemical phenomena. 131 junior high school students from two schools participated in this study. The study was carried out by implementing structureoriented chemistry teaching on the particle concept that was assisted by the courseware and was continued by teaching the changing state of matter. The research instruments were written tests, questionnaire, observation sheet and interview guideline. Research data were collected before and after the use of the courseware, as well as before and after the teaching of the changing states of matter. The results show that the use of the courseware increases students' understanding of the particle concept for both male and female groups. Meanwhile, particle concept only affects the students' understanding of sub-microscopic representations of the changing states of matter in general and based on gender.

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The territory of Indonesia is dominated by vast oceans. Therefore, Indonesian citizens should be equipped with a deep understanding about sea currents and sea pollution. This study aims to identify the conceptions held by pre-service primary school teachers about both sea currents and sea pollutant migration. The study also aims to identify whether pre-service primary school teachers see a relationship occurring between those conceptions. The study involved 147 pre-service primary school teachers from one of Indonesia's teacher training institutions. Four-tier diagnostic tests were used to gather data about the conceptions of pre-service primary teachers. The data were interpreted and analyzed in a descriptive quantitative method. The results showed that pre-service primary school teachers' conceptions about sea currents and sea pollutant migration were mostly in the category of 'misconception' and 'have no conception'. The correlation test about the ability of pre-service primary school teachers to explain the concepts of sea currents and sea pollutant migration was also not significant. The results of this study indicate a need to improve the quality of teaching and learning for pre-service primary school teachers about convection by linking it to sea currents and sea pollutant migration.

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