Peter J. Fensham; Richard F. Gunstone; Richard T. White all of Monash University, Australia.

• Beginning to Teach Chemistry, P Fensham; Generative Science Teaching, M Wittrock; Constructivism, Re-Constructivism and Task-Orientated Problem-Solving, M Watts; Structures, Force and Stability. Design A Playground Year 6, C Malcolm; Pupils' Understanding of Magnetism in a Practical Assessment Context: The Relationship Between Content, Process and Progression, G Erickson ; Primary Science in an Integrated Curriculum, K Brass & M Duke; Digging into Science - a Unit Developed for a Year Five Class, K Brass and W Jobling; Year 3 - Research into Science, K Brass and T Rudd; The Importance of Specific Science Content in the Enhancement of Metacognition, R Gunstone; The Constructivist Paradigm and Some Implications for Science Content and Pedagogy, M Carr, M Barker, B Bell, F Biddulph, A Jones, V Kirkwood, J Pearson and D Symington; Making High-Tech Micrographs Meaningful to the Biology Student, J Wandersee; Year 9 Bodies, K Brass, A Symons and S Odgers; Learning and Teaching Energy, R Duit and P Haussler; Working From Children's Ideas: Planning and Teaching a Chemistry Topic from a Contructivist Perspective, P Scoff, H Asoko, R Driver and J Emberton; States of Matter - Pedagogical Sequence and Teaching Strategies Based on Cognitive Research , R Stavy; Pedagogical Outcomes of Research in Science Education - Examples in Mechanics and Thermodynamics, L Viennot and S Rozier; Dimensions of Content, R White.

Peter J. Fensham; Richard F. Gunstone; Richard T. White all of Monash University, Australia.

• Beginning to Teach Chemistry, P Fensham; Generative Science Teaching, M Wittrock; Constructivism, Re-Constructivism and Task-Orientated Problem-Solving, M Watts; Structures, Force and Stability. Design A Playground Year 6, C Malcolm; Pupils' Understanding of Magnetism in a Practical Assessment Context: The Relationship Between Content, Process and Progression, G Erickson ; Primary Science in an Integrated Curriculum, K Brass & M Duke; Digging into Science - a Unit Developed for a Year Five Class, K Brass and W Jobling; Year 3 - Research into Science, K Brass and T Rudd; The Importance of Specific Science Content in the Enhancement of Metacognition, R Gunstone; The Constructivist Paradigm and Some Implications for Science Content and Pedagogy, M Carr, M Barker, B Bell, F Biddulph, A Jones, V Kirkwood, J Pearson and D Symington; Making High-Tech Micrographs Meaningful to the Biology Student, J Wandersee; Year 9 Bodies, K Brass, A Symons and S Odgers; Learning and Teaching Energy, R Duit and P Haussler; Working From Children's Ideas: Planning and Teaching a Chemistry Topic from a Contructivist Perspective, P Scoff, H Asoko, R Driver and J Emberton; States of Matter - Pedagogical Sequence and Teaching Strategies Based on Cognitive Research , R Stavy; Pedagogical Outcomes of Research in Science Education - Examples in Mechanics and Thermodynamics, L Viennot and S Rozier; Dimensions of Content, R White.