Table Of Content

EDITORS AND EDITORIAL ADVISERS Editor JOHN K. GILBERT University of Reading, uK Regional Editors BEVERLEY BELL University of Waikato, New Zealand GAALEN ERICKSON University of British Columbia Assistant Editor KATE JOHNSTON University of Liverpool, uk Consultant Editor RICHARD KEMPA University of Keele, uk Authors in Australasia should Authors in USA and Canada should send manuscripts to: send manuscripts to: Dr Beverley Bell, Dr Gaalen Erickson, Centre for Science & Mathematics Department of Mathematics & Science Education, Education Research, Faculty of Education, University of Waikato, University of British Columbia, Hamilton, Vancouver, Bc v6T 124, Aotearoa New Zealand Canada Manuscripts from elsewhere, and general editorial correspondence, should be sent to: Professor John K. Gilbert, Department of Science & Technology Education, University of Reading, Bulmershe Court, Earley, Reading rG6 1ny, UK The receipt of all manuscripts will be promptly acknowledged. The Editor’s decision will be sent to the first named author when the process of refereeing is completed. At that time, the first-named author on a paper accepted for publication will be required to produce two hard copies and a computer disc containing the text laid out in a specified format. Subscription Information International Journal of Science Education (ISSN 0950-0693) is published monthly, except in February, May, August, and November (total of 8 issues), by Taylor & Francis Ltd, 1 Gunpowder Square, London ec4a 3pe, uk. Tel: +44 (0)171 583 0490; fax: +44 (0)171 583 0581. Annual subscription 1997 £315, $520. Personal subscription 1997, £110, $210. Personal subscriptions are available to home addresses only, and must be paid for by personal cheque or credit card. Periodical postage paid at Jamaica, ny 11431, usa. us postmasters: send address changes to International Journal of Science Education, Publications Expediting Inc., 200 Meacham Avenue, Elmont, ny 11003, usa. Air freight and mailing in the usa by Publications Expediting Inc. Typeset by Keyword Publishing Services Ltd, and printed in the uk by Henry Ling Ltd, at the Dorset Press, Dorchester, Dorset. The paper used in this publication is ‘acid-free’ and conforms to the American National Standards Institute requirements in this respect. Dollar rates apply to subscribers in all countries except the uk and the Republic of Ireland where the pound sterling price applies. All subscriptions are payable in advance and all rates include postage. Journals are sent by air to the usa, Canada, Mexico, India, Japan, and Australasia at no extra cost. Subscriptions are entered on an annual basis, i.e. from January to December. Payment may be made by sterling cheque, dollar cheque, international money order, National Giro, or credit card (Amex, visa, Mastercard/Access). Orders originating in the following territories should be sent direct to the local distributors: India Universal Subscription Agency Pvt. Ltd, 101-2 Community Centre, Malviya Nagar Extn, Post Bag No. 8, Saket, New Delhi 110017; Japan Kinokuniya Co. Ltd, Journal Department, ro Box 55, Chitose, Tokyo 156; usa, Canada and Mexico Taylor & Francis Inc., 1900 Frost Road, Suite 101, Bristol, pa 19007, usa; uk and all other territories Taylor & Francis Ltd, Rankine Road, Basingstoke rG24 8pr, UK. All advertisement enquiries to: (World, excluding usa/North America) Di Owen Marketing, 15 Upper Grove Road, Alton, cu34 1Inw, uK. Tel/fax. +44 (0)1420 89142; or (usa/North America) Angela Vizzoni, Advertising Department, Taylor & Francis Inc., 1900 Frost Road, Suite 101, Bristol, pa 19007, usa. Tel: +1 215 785 5800; fax: +1 215 785 5515, e-mail: [email protected] EDITORS AND EDITORIAL ADVISERS Editor JOHN K. GILBERT University of Reading, uK Regional Editors BEVERLEY BELL University of Waikato, New Zealand GAALEN ERICKSON University of British Columbia Assistant Editor KATE JOHNSTON University of Liverpool, uk Consultant Editor RICHARD KEMPA University of Keele, uk Authors in Australasia should Authors in USA and Canada should send manuscripts to: send manuscripts to: Dr Beverley Bell, Dr Gaalen Erickson, Centre for Science & Mathematics Department of Mathematics & Science Education, Education Research, Faculty of Education, University of Waikato, University of British Columbia, Hamilton, Vancouver, Bc v6T 124, Aotearoa New Zealand Canada Manuscripts from elsewhere, and general editorial correspondence, should be sent to: Professor John K. Gilbert, Department of Science & Technology Education, University of Reading, Bulmershe Court, Earley, Reading rG6 1ny, UK The receipt of all manuscripts will be promptly acknowledged. The Editor’s decision will be sent to the first named author when the process of refereeing is completed. At that time, the first-named author on a paper accepted for publication will be required to produce two hard copies and a computer disc containing the text laid out in a specified format. Subscription Information International Journal of Science Education (ISSN 0950-0693) is published monthly, except in February, May, August, and November (total of 8 issues), by Taylor & Francis Ltd, 1 Gunpowder Square, London ec4a 3pe, uk. Tel: +44 (0)171 583 0490; fax: +44 (0)171 583 0581. Annual subscription 1997 £315, $520. Personal subscription 1997, £110, $210. Personal subscriptions are available to home addresses only, and must be paid for by personal cheque or credit card. Periodical postage paid at Jamaica, ny 11431, usa. us postmasters: send address changes to International Journal of Science Education, Publications Expediting Inc., 200 Meacham Avenue, Elmont, ny 11003, usa. Air freight and mailing in the usa by Publications Expediting Inc. Typeset by Keyword Publishing Services Ltd, and printed in the uk by Henry Ling Ltd, at the Dorset Press, Dorchester, Dorset. The paper used in this publication is ‘acid-free’ and conforms to the American National Standards Institute requirements in this respect. Dollar rates apply to subscribers in all countries except the uk and the Republic of Ireland where the pound sterling price applies. All subscriptions are payable in advance and all rates include postage. Journals are sent by air to the usa, Canada, Mexico, India, Japan, and Australasia at no extra cost. Subscriptions are entered on an annual basis, i.e. from January to December. Payment may be made by sterling cheque, dollar cheque, international money order, National Giro, or credit card (Amex, visa, Mastercard/Access). Orders originating in the following territories should be sent direct to the local distributors: India Universal Subscription Agency Pvt. Ltd, 101-2 Community Centre, Malviya Nagar Extn, Post Bag No. 8, Saket, New Delhi 110017; Japan Kinokuniya Co. Ltd, Journal Department, ro Box 55, Chitose, Tokyo 156; usa, Canada and Mexico Taylor & Francis Inc., 1900 Frost Road, Suite 101, Bristol, pa 19007, usa; uk and all other territories Taylor & Francis Ltd, Rankine Road, Basingstoke rG24 8pr, UK. All advertisement enquiries to: (World, excluding usa/North America) Di Owen Marketing, 15 Upper Grove Road, Alton, cu34 1Inw, uK. Tel/fax. +44 (0)1420 89142; or (usa/North America) Angela Vizzoni, Advertising Department, Taylor & Francis Inc., 1900 Frost Road, Suite 101, Bristol, pa 19007, usa. Tel: +1 215 785 5800; fax: +1 215 785 5515, e-mail: [email protected] Vol. 18 No. 1 January-February 1996 GENERAL ARTICLE Beliefs about science and beliefs about language Clive Sutton RESEARCH REPORTS Children’s ideas about ecology 2: ideas found in children aged 5-16 about the cycling of matter John Leach, Rosalind Driver, Philip Scott and Colin Wood-Robinson Conceptual links between Cognitive Acceleration through Science Education and Motivational Style: a critique of Adey and Shayer Elizabeth L. Leo and David Galloway Does motivation style explain the case differences? A reply to Leo and Galloway Philip Adey On an apparently simple modelling problem in biology Ray C. Paton Teaching science process skills Peter N. Brotherton and Peter F. W. Preece A hierarchical model of the development of student understanding oi momentum Ted Graham and John Berry The use of mother tongue and English in the leaming and expression of science concepts: a classroom-based study Marissa Rollnick and Margaret Rutherford Children’s conversations and learning science and technology Mark Cosgrove and Lynette Schaverien Writing for learning in the junior secondary science classroom: issues arising from a case study Vaughan Prain and Brian Hand Vol. 18 No. 2 March 1996 RESEARCH REPORTS Children’s ideas about ecology 3: ideas found in children aged 5-16 about the interdependency of organisms John Leach, Rosalind Driver, Philip Scott and Colin Wood-Robinson Seeking the causal connection in electricity: shifting among mechanistic perspectives Joshua Gutwill, John Frederiksen and Michael Ranney images of electricity: how do novices and experts model electric current? Susan M. Stockimayer and David F. Treagust The electrostatics—electrokinetics transition: historical and educational difficulties Abdelmadjid Benseghir and Jean-Louis Closset The persistence of students’ unfounded beliefs about electrical circuits: the case of Ohm's law Abdeljalil Métioui, Claude Brassard, Jude Levasseur and Michel Lavoie Using an analogical teaching approach to engender conceptual change David F. Treagust, Allan G. Harrison and Grady J. Venville Children as experimenters Karen Meyer and Robert Carlisle Science teaching and reflection: incorporating new subject-matter into teachers’ classroom frames Arthur N. Geddis Vol. 18 No. 3 April-May 1996 GENERAL ARTICLES Science, technology and mathematics: the problem of developing critical human capital in Africa M. B. Ogunniyi The four horsemen of Islamic science: a critical analysis S. P. Loo RESEARCH REPORTS Constructivism and non-western science education research William W. Cobern Contextualizing science teaching in Swaziland: some student reactions Fred Lubben, Bob Campbell, and Betty Dlamini Students’ alternative frameworks: linguistic and cultural interpretations based on a study of a western-tribal continuum Patrick P. Lynch Biology education in Germany: research into the effectiveness of different teaching methods Wilhelm Killermann Kids, cars and conservation: children’s ideas about the environmental impact of motor vehicles Debbie Batterham, Martin Stanisstreet and Edward Boyes The system idea as a tool in understanding conceptions about the digestive system Jayashree Ramadas and Usha Nair The explanatory role of spontaneously generated analogies in reasoning about physiological concepts David R. Kaufman, Vimla L. Patel and Sheldon A. Magder Vol. 18 No. 4 June 1996 GENERAL ARTICLE A new scoring procedure for the Views on Science-Technology-Society instrument Peter A. Rubba, Cristine S. Bradford and William J. Harkness RESEARCH REPORTS Use of classroom environment perceptions in evaluating inquiry-based computer-assisted learning Dorit Maor and Barry J. Fraser Interactions in an open-inquiry physics laboratory Anita Roychoudhury and Wolff-Michael Roth Teaching biology in a group mastery learning mode: high school students’ academic achievement and affective outcomes Reuven Lazarowitz, J. Hugh Baird and Val Bowlden Alternative conceptions in Galilean relativity: distance, time, energy and laws Jayashree Ramadas, Shrish Barve and Arvind Kumar Beliefs regarding force and motion: a longitudinal and cross-cultural study of South African school pupils L. G. Enderstein and P. E. Spargo The peer interview about complex events: a new method for the investigation of preinstructional knowledge David J. Hamilton Vol. 18 No. 5 July-August 1996 REFEREES LIST Referees for /JSE GENERAL ARTICLE Some research issues and findings concerning funding policy for science and mathematics education in South Africa Michael Kahn RESEARCH REPORTS Reasoning strategies of students in solving chemistry problems as a function of developmental level, functional M-capacity and disembedding ability Mansoor Niaz A general strategy for solving high school electrochemistry problems Kam-Wah Lucille Lee and Peter J. Fensham The secret life of the chemical bond: students’ anthropomorphic and animistic references to bonding Keith S. Taber and Mike Watts Measurement of the confidence, attitudes, and self-image of Turkish student-teachers in relation to chemistry education Eralp H. Altun and Satilmis Kaya Changes in perceptions and attitudes of pre-service post-graduate secondary school science teachers Nir Orion and David B. Thompson An analysis of teacher questioning behaviour in constructivist primary science education using a modification of a descriptive system designed by Barnes and Todd (1977) Dorothy Watt Alternative conceptions in Galilean relativity: inertial and non-inertial observers Jayashree Ramadas, Shrish Barve and Arvind Kumar Vol. 18 No. 6 September 1996 RESEARCH REPORTS Metaphorical understandings and scientific ideas Jon Ogbom and Isabel Martins Intuitive rules in science and mathematics: the case of ‘more of a — more of B’ Ruth Stavy and Dina Tirosh Intuitive rules in science and mathematics: the case of ‘Everything can be divided by two’ Dina Tirosh and Ruth Stavy Children’s astronomical beliefs: a preliminary study of Year 6 children in south-west England John G. Sharp Children’s ideas on light and vision N. J. Selley Forging the visions: senior school science education across Australia Jim Butler, Warren Beasley and Donna Satterthwait Students’ alternative frameworks for the nature of matter: a cross-cultural study of linguistic and cultural interpretations Patrick P. Lynch Vol. 18 No. 7 October-November 1996 PRACTICAL WORK IN SCHOOL SCIENCE Editorial Practical work in school science: exploring some directions for change Derek Hodson The link between the laboratory and learning Richard T. White Preordained science and student autonomy: the nature of laboratory tasks in physics classrooms Timothy P. Olsen, Peter W. Hewson and Lyman Lyons Practical work: its role in the understanding of evidence in science R. Gott and S. Duggan When the black box springs open: practical work in schools and the nature of science Mick Nott and Jerry Wellington RESEARCH REPORTS Early learning about light: mapping preschool children’s thinking about light before, during and after involvement in a two week teaching program Marilyn Fleer Towards a phenomenography of light and vision N. J. Selley Students’ conceptual change in geometrical optics Igal Galili Student teachers’ use of analogies in science instruction Ruth Jarman Vol. 18 No. 8 December 1996 DISTINGUISHED PAPERS SERIES Signor Galileo Galilei’s scales Gianni Bonera GENERAL ARTICLES New trends in science education Daniel Gil-Pérez Same place, different experiences: exploring the influence of gender on students’ science museum experiences Linda Ramey-Gassert METHODOLOGICAL ISSUES The dimensionality of attitude scales: a widely misunderstood idea Paul L. Gardner The internal consistency of a concept mapping scoring scheme and its effect on prediction validity Xiufeng Liu and Mike Hinchey RESEARCH REPORTS An explanatory gestalt of essence: students’ conceptions of the ‘natural’ in physical phenomena Mike Watts and Keith S. Taber Children’s ideas about the reliability of experimental data Fred Lubben and Robin Millar The ‘gender faimess’ of integrated science textbooks used in Jamaican high schools Peter Whiteley Understanding technology: the development of a concept Tina Jarvis and Léonie J. Rennie A holistic approach to preparing disadvantaged students to succeed in tertiary science studies. Part |. Design of the Science Foundation Programme (srFP) Diane J. Grayson