Although there is no explicit requirement within the National Curriculum for England to teach about nuclear fission and chain-reactions, at least one board, the Northern Examinations and Assessment Board, does include this topic in its Science Double Award syllabus for 2001 and 2002: Nuclear reactors use a process called nuclear fission. When an atom with a very large nucleus is bombarded with neutrons: the nucleus splits into two small nuclei; further neutrons are released which cause further nuclear fission resulting in a chainreaction; the new atoms which are formed are themselves radioactive. (NEAB, 2001: 76).

The synergy created by linking science and literacy has led to a number of initiatives in different countries. In the USA, a curriculum for grades 2-5 (ages 7-11) entitled 'Seeds of Science'/'Roots of Reading' (scienceandliteracy.org), combining science and literacy, was not only an efficient use of time in the school day but also effective in improving pupil outcomes. In experimental studies comparing the performance of pupils following the Seeds of Science/Roots of Reading curriculum with that of pupils being taught comparable content through the 'business as usual' curriculum, researchers found that those in Seeds of Science/Roots of Reading classrooms always had higher scores on measures of science conceptual knowledge and vocabulary than the control pupils. In addition, they always performed equivalently or higher than control pupils on measures of science reading comprehension and science writing (Rhodes and Feder, 2014). In Australia, the Federal Government and the Australian Academy of Science have developed a programme entitled 'Primary Connections' (primaryconnections.org.au), aimed at supporting the teaching of science in the primary sector. The programme makes strong and explicit links between science and literacy through the use of word walls, science journals, discussion groups and procedural texts, among a range of other techniques. There are many ways to link or integrate science and literacy and this article reports on an approach used with pre-service primary teachers at an Australian University, specifically the use of science-based texts to introduce science topics to primary pupils.

In many developing countries it is the teaching of science that provides an alternative view for those who have been socialised into a set of comprehensive cultural and religious beliefs strongly linked with their life in the in the community. This can lead to conflict in the minds of some students. This paper provides data regarding such a conflict, namely the lack of acceptance of the principles of biological evolution, and specifically human evolution, by the majority of a sample of senior secondary science students and trainee teachers in Fiji. As well as examining the nature and extent of acceptance in the sample the authors attempt to explain, at least partially, why this situation exists. They then suggest actions that may lead to a lessening of the conceptual conflict.

Prior to 1970, students at the junior secondary level in Fiji studied physics, chemistry and biology based on syllabuses modelled on the content of British textbooks. However, this did not mean that all students had access to all science subjects. According to Muralidhar (1989) only the 'bright' students had this opportunity. Thus, it was not uncommon for students to leave school without any exposure to science subjects. Furthermore, the prescriptions were academically oriented, mainly geared to the minority who went on to upper secondary and tertiary studies.

Understanding the concept of density is crucial to enabling students to explain the phenomena of floating and sinking. However, density is not an easy concept for students to understand, not least because as Dawkins, Dickerson, McKinney and Butler (2008) state, the use of floating and sinking demonstrations in determining density pays little attention to the idea that many objects do not have uniform density. Obvious examples are air-filled, hollow objects. Dawkins et al. and Roach (2001) have reported on the problems pre-service teachers in the USA encounter with the concept of density, despite it being covered in high school chemistry and physics text books. This article describes a teaching sequence used with preservice primary teachers in Australia that helps them explain floating and sinking by applying the concept of density appropriately. Some of the teaching ideas may also be useful for teaching at the middle school level. The sequence is presented in narrative form rather than as a formal lesson plan.

Australian science curricula have promoted the use of investigations that allow secondary students to engage deeply with the methods of scientific inquiry, through student-directed, open-ended investigations over an extended duration. This study presents the analysis of data relating to the frequency of completion and attitudes towards long investigations from 54 lower secondary school students and 46 secondary school science teachers from five schools in New South Wales. It was concluded that there is limited use of longer investigations that would allow students to develop the integrated set of skills necessary to engage with the full scientific investigative process. While student attitudes towards investigations in general were very positive, the attitudes towards long investigations were markedly more negative, with a lack of enjoyment and interest reported. The necessity for, and scaffolding of, long investigations is discussed.

The Sultanate of Oman is beginning to experience a rapid increase in 'lifestyle' diseases, most notably diabetes and cardiovascular diseases. These may be linked to increasing poor dietary habits, and a more sedentary lifestyle, amongst the younger generation. In a number of Western contexts, school gardens have been shown to improve not only student attitudes to diet but also improved learning and affective outcomes. A pilot school gardening project involving a mixed method quasi-experimental design was undertaken in Oman with a number of Grade 7 classes. While the outcomes of this study should be treated tentatively, the quantitative findings indicate that employing school gardens as an educational resource might improve learning outcomes in the area of science skill development. The qualitative findings suggested that the project had a positive impact on the affective domain of students and in some cases encouraged them to pursue healthier eating habits.

Almost all senior secondary level biology courses cover the topic of genetics. This is often introduced through a study of the cell nucleus and specifically genetic material contained in the nucleus. Chromosomes contain the DNA, the genetic code by which cells are able to make the many proteins. DNA does not contain the information for the production of any molecules except proteins. The easiest way to examine chromosomes is to look at cells during mitosis because during this time the chromosomes contract from their usual very long thin form to a shorter fatter shape suitable for the mechanical processes of nuclear division. Two microscopic laboratory techniques often used to observe the structure of chromosomes are: (i) examination of a squash of an onion root tip, since the meristem just behind the tip of roots is an area of cell division where growth takes place (ii) examination of the salivary glands of some fruitfly larvae, where chromosomes may be easily seen during interphase. These, so called, polytene chromosome copies are arranged side by side in bundles. Why this occurs is not known, but they are a very useful preparation for examination.

Students often hold misconceptions about insulation, largely because they put on clothes to keep themselves warm - at least in winter in the cooler regions of Australia. The following activity is designed to identify students' misconceptions about insulation and provide an engaging, evidence-based activity to help address these misconceptions using ice hands.

This article is intended to introduce educators in the Pacific region to the concept of 'Education for Sustainability' (EfS). This is a relatively new educational concept which has evolved from Environmental and Development Education. The article looks at the need for sustainability with particular reference to the Pacific and goes on to discuss some of the key components of EfS before looking at the suitability of EfS for Pacific Island schools.