The purposes of this study were to examine how well middle school programs support the attainment of key scientific ideas specified in national science standards, and to identify typical strengths and weaknesses of these programs using research-based criteria. Nine widely used programs were examined by teams of teachers and specialists in research on teaching and learning. Reviewers found that whereas key ideas were generally present in the programs, they were typically buried between detailed or even unrelated ideas. Programs only rarely provided students with a sense of purpose for the units of study, took account of student beliefs that interfere with learning, engaged students with relevant phenomena to make abstract scientific ideas plausible, modeled the use of scientific knowledge so that students could apply what they learned in everyday situations, or scaffolded student efforts to make meaning of key phenomena and ideas presented in the programs. New middle school science programs that reflect findings from learning research are needed to support teachers better in helping students learn key ideas in science. The criteria and findings from this study on the inadequacies in existing programs could serve as guidelines in new curriculum development. ß

Thirty-four clinical interviews were conducted with Grade 10 students (15-16 years old) who had received four years of physics instruction. The interview's focus was to understand students' responses from their point of view and not solely from the physicist's angle. The results of the study confirm and deepen, on the one hand, findings from other studies concerning students' severe difficulties in leaming the energy concept, the particle model, and the distinction between heat and temperature. On the other hand, students' qualitative conceptions in a new area-the second law of thermodynamics-are revealed. For instance, in the case of irreversibility (i.e., the idea that all processes take place by themselves only in one direction), most students came to conclusions similar to those of modem physicists. But their explanations of irreversibility are based on significantly different conceptual frameworks. The results of the study suggest that a mere enlargement of the traditional physics curriculum by the addition of ideas of the second law is not sufficient to familiarize students with these ideas. A totally new teaching approach to heat, temperature, and energy is necessary. In this approach, basic qualitative ideas of the second law should be a central and integral part from the beginning of instruction.

Low-carbon innovation in non-domestic buildings: The importance of supply chain integration Construction must play a major role in meeting climate change targets, but this will require major changes in industry practice. The sector will need to adopt innovative low-carbon technologies, integrate these within novel building designs and ensure these designs are constructed, implemented and optimised successfully. A likely precondition for this is greater levels of integration within the construction supply chain. While there is evidence that supply chain integration (SCI) can improve project performance and enable innovation, the literature rarely differentiates between different types of innovation and has paid little attention to low-carbon innovation. This paper synthesises insights from three different bodies of literature-construction innovation, low carbon buildings and SCI-to create a typology of low-carbon innovations in non-domestic buildings and to identify conditions and strategies for their successful implementation. It proposes that low carbon innovations are 'building-enhancing' 'integral' and/or 'user-dependent' and their effective implementation requires collaboration, championing and userinvolvement. The paper uses two case studies to illustrate the diversity of mechanisms through which these conditions can be realised. It concludes with some reflections on the methodological challenges of studying this topic, together with the wider implications of the proposed framework for industrial practice and public policy.

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