Papers from the symposium Improving science learning through teaching, ESERA, Noordwijkerhout, August 2003.
Andersson, B., Bach, F., Hagman, M., Olander, C. and Wallin, A. (University of Gothenburg, Sweden) Discussing a rationale for the design of teaching sequences. PDF; MS Word. (updated: 27/08/03)
Cakmakci, G., Donnelly, J. and Leach, J. (University of Leeds, UK) A cross-sectional study of the understanding of the relationships between concentration and reaction rates among Turkish secondary and undergraduate students. PDF; MS Word.
Guerra-Ramos, M.T., Leach, J. and Ryder, J. (University of Leeds, UK) Paper from the Parallel session 8, Domain 2: Science curriculum innovations. PDF; MS Word.
Leach, J., Ametller, J., Hind, A. Lewis, J. and Scott, P. (University of Leeds, UK) Designing and evaluating short science teaching sequences: improving student learning. PDF; MS Word.
Millar, R. and Hames, V. (University of York, UK) Helping teachers to make greater use of diagnostic assessment: a means of linking research and practice. Powerpoint presentation.
Ryder, J., Hind, A. and Leach, J. (University of Leeds, UK) Teaching about the epistemology of science in school science classrooms: case studies of teachers' experiences. PDF; MS Word.
Discussant: Andrée Tiberghien, Université Lyon II, France.