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This paper describes the conceptualizations, or mental models, of the nature of the bonding and structure of metals of a group of U.K. college students. It is suggested that these mental models may be understood in terms of the students' prior learning about covalent and ionic bonding, and the prevalence of a common alternative conceptual framework for chemical bonding labeled "the octet framework." This study illustrates the prominence of prior learning in channeling the interpretation of subsequent teaching, and highlights the significance of the decisions made by curriculum planners, textbook authors, and teachers on the order of presenting subject content, the degree of simplification of scientific models, and the selection and presentation of metaphors. (Contains 6 figures and 1 table.)

Focuses on the importance of the components of the nature of science as central element of the school science curriculum in Great Britain. Determination of teachers' ability to teach effectively about science; Means of identifying salient aspects of pedagogy for initial and in-service training of science teachers for curricula; Details on the normal teachings of science.

The article discusses the study on how children are learning science under the British national curriculum, with an emphasis on the Children's Learning In Science project, designed to develop the regions's latest curriculum. According to the author, in British schools science has been taught with very little history. His argument therefore has focused on the meta-knowledge about science, which according to him is less difficult to achieve than is meta-knowledge about science education. He likewise made a brief discussion on the students' favorable attitudes towards science, highlighting on the approach of drama and role playing in science learning. As a conclusion, he has conceded that the entire British educational system has become a test bed for research and innovation.

The article presents the Nuffield Science Teaching Project and its implications for the school science curricula in Great Britain. The project, which has been spearheaded by expert science teachers, is aimed at innovating science curriculum towards optimum knowledge development for students and science practitioners as well. The science disciplines being pioneered for the project were biology, physics, and chemistry, known as Nuffield Chemistry for chemical discipline. The project was introduced in 1962 to a group of more intellectually able students and its effectiveness was observed until 1982. It was found that in 1970, the publication of Nuffield Chemistry played major impact on chemical education, making chemistry teaching more practically-based.

The article discusses the Nuffield Chemistry publication and its implications for science curricula reformation in Great Britain. The Nuffield Chemistry has been introduced in 1962 as an ordinary-level publication for science practitioners and science students as well. The Nuffield Foundation commissioned a consultative group to assess and inquire the publication's efficiency. Several commentaries were gathered from wide range of science practitioners and students in an attempt to come up with a more comprehensible publication package. Those obtained concerns were addressed and several issues were resolved leading to the revision of the discipline. Such approach paved way towards the materialization of a more comprehensive, practically-oriented science course.

This article focuses on the Nuffield Science Project in Great Britain. The project aims to teach science as a method of inquiry; to encourage children to think critically; to popularize science; to let the child have the widest possible range of practical experience; and to provide a well-integrated experience. In the traditional British chemistry curriculum, the subject is taught for its own value as an academic discipline. This new curriculum takes a departure from the curriculum-oriented education to a child-process-centered one. The teaching of chemistry from the Nuffield science project approach draws a substantial amount of information from the industrial world.

The article focuses on the Canadian curriculum concept of science education in British and U.S. secondary schools. British and U.S. education does not have an equal effect on Canada's educational system. Canada's geographic proximity to the U.S. aided American influence. It is suggested that nations including either England and Wales or Canada should review not only their own history but also other nations' contributions to a discipline prior to innovation. Great Britain's history of science education has periods of distinct emphases which include education traditions such as laboratory-oriented science teaching and a high degree of subject specialization. With regards to U.S. science education, curriculum developments are readily available.

The article focuses on science teaching and the teaching of the essential mathematics for science in the United States and Great Britain. In studying the gap between theory and practice in the curriculum of mathematics and science, a thinker identified that revisions in curriculums are reforms which have nothing to do with the psychology of learning. Related to this concern, the contention of Piaget on cognitive development is considered. He identified five stages of cognitive development. These are sensori-motor actions upon things, contemplation about things, pre-operational actions upon things, concrete operations with things, and intuitive operations with things.

The article examines the nature of teaching chemistry and physics subjects in the Central Treaty Organization-member countries. The countries include Turkey, Iran, Pakistan, Great Britain and the U.S. Of the countries mentioned, Great Britain has the best developed science programs. The objective in teaching chemistry and physics in Pakistan is mainly to develop in the student appropriate scientific attitudes and abilities and to prepare them to specialize in the areas so they can continue their education in the colleges and universities. In Iran, the subjects are taught during high school which is divided into two cycles. The Turkish school system is similar in structure to those of the other countries. After finishing junior high school, the student may enter upper secondary or a vocational-trade block.