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Describes a study of practical work carried out in secondary science where pupils provide explanations for the work they did, and did not do, with data. Reports that students revealed a complex set of priorities and compromises, with the most frequent rationales relating to 'earning marks' within the assessment scheme. (Author/MM)

Stresses a different non-traditional model of science: the looseness of the knowledge held, the idiosyncratic methods by which it is obtained, and the personal way in which it is used to solve problems. Further stresses the importance of tacit knowledge and the affective driving force. Argues for the inclusion of authentic science in school science. (Author/MM)

Reports on two classroom studies in which teachers deliberately evaluated their own teaching strategies in relation to their students' writing and homework tasks. Students were asked about their preferences for the various strategies. Finds that effective learning requires pupils to be mentally active in and take some responsibility for their own writing and homework. (Author/WRM)

Reports on a study done at Oxford University on why young people chose to pursue a career in the physical sciences and engineering. Characteristics of schools that appeared to influence students to pursue a study of science were also investigated. Currently, England, Australia, Canada, China, Japan, and Portugal have contributed information to this study. (AIM)

Reports on research which identifies factors, both inside and outside the curriculum, that influence students in choosing whether or not to continue with science. Challenges some of the accepted wisdom in science teaching and emphasizes the importance of those motivational factors that stimulate the imagination and commitment of students. Contains 27 references. (JRH)

Describes studies that utilized questionnaires and interviews to explore the factors affecting the career choices of students. Reveals differences between scientists and nonscientists with regard to their preferred learning styles and relates these differences to career choice and self-perception. (DDR)

This article reports on a study of 14 to 16-year-old students conducted to assess motivational factors influencing them in their studies of practical, laboratory work in science. The study shows students were frequently motivated by the desire to score high marks on assessment evaluations. The author explores the implications of these results.

Two classroom studies in which teachers evaluate pupils' writing and homework tasks in relation to teachers' strategies are reported. Pupils are asked which type of strategy is most effective and enjoyable. In both studies, it is shown that pupils learn best when they are actively promoting their own learning, whether it involves homework, practical work or written work. However, different pupils require different teaching and learning strategies so that they can work in the way that best suits them.

Science education in schools is under review in the UK because the numbers studying physics and maths at A-level standard have fallen by 30%, which has implications for technology and engineering university courses. The science curriculum should be changed in order to motivate students and give them a sense of fulfillment. Studies undertaken by several researchers have found that teaching science should be more individualized to suit a students' needs and the curriculum should be more relevant with less practical work. Teachers must by highly trained to provide motivation and information.

Schools which encourage the study of separate sciences as opposed to integrated science are much more likely to succeed in sending students on to higher education to study engineering or a physical science. A highly positive effect is also found in schools which encourage extra-curriculum activities which are supported by local engineers and parents. Schools which concentrate on more structured notes and teaching and which have a more teacher-centred style of teaching also tend to have a more positive engineering bias.

Reports and summarizes some of the findings of a conference, held in Oxford in July 1978, to discuss the role of the laboratory in physics education. (GA)

Reported is a survey of the initial training of science teachers through the PGCE route. Areas of concern were the pattern of training offered, in terms of subjects being studied; important teaching skills; and general issues to be covered in the initial training. (SK)

The author reviews the past few years of experience gained in English schools of mixed-ability teaching in science and makes some personal interpretations of the lessons to be learned from that experience. It is hoped that some of these issues will be of relevance to other countries. (Author/SK)

Suggests a threefold rationale for practical work in science: in developing laboratory skills, in learning to work as a scientist, and in acquiring a feel for phenomena. Three types of pupil practical work (exercises, investigations, and experiences) are then discussed. (Author/JN)

Statistics are presented on the amount of science being taught in England at the secondary level (14 to 16 age range, in particular). On the whole, trends shown in the 1968-73 period have been continued through 1976. Those are a positive swing towards science, an increase in physics, chemistry, and biology, and a decrease in general science. (BB)