Science Learning in Victorian Schools: 1990 Research Monograph No. 41

Over the past decade or more, a good deal of research has been undertaken to examine the underlying scientific beliefs that children hold about scientific constructs. This research has revealed that children build their own unique conceptions of the physical world. A survey undertaken by the Australian Council for Educational Research at the request of the Victorian Ministry of Education provides a detailed analysis of these scientific beliefs, attitudes, knowledge and practical skills of a sample of Victorian school children in Years 5 and 9. Science Learning in Victorian Schools: 1990 gives a detailed account of the study and reports on how these students view the world scientifically, especially with regard to:

Topics are described by the ways in which the children wrote and drew about themÑand from the data on each a continuum of developing understanding was established. These continua enable the reader to see how science experiences are used by children to explain their world.

Other aspects of the study explored children's interest in learning science, children's view of the relevance of science to themselves and society, and the patterns of science teaching practice in Victorian schools. Children's performance on practical science tasks are also reported.

This timely and enlightening study, which reveals children's scientific thinking as complex and rational, forms a solid basis for teaching and learning in science.

School Industry Links: The Consequences of Minding Other People's Business

Australian Education Review No. 34

Until a few years ago, one of the criticisms most often levelled at schools was that they failed adequately to prepare young people entering the workforce. In recent times throughout the world a climate of cooperation has emerged between the education and industry sectors.

This book provides a comprehensive examination of school industry links and discusses the benefits of increased interaction for students, teachers, employers, unionists and parents. It includes:

• an historical overview of the development of school industry links in Australia and selected overseas countries;
• detailed discussion of the key principles, issues and strategies associated with school industry links;
• critical analysis of some of the significant and widespread activities, such as teacher placements in industry, twinning, compacts, the participation of adults other than teachers, curriculum-based visits to industry, work experience and mini-enterprise;
• examples of the way in which school industry links can operate through four members of a hypothetical school community - a student, a teacher, a parent/employer and a unionist;