Abstract
Based on the experiences of past reform efforts, it is clear that no single factor is the key to solving the problems in science education. It is a complex problem; and its resolution will require a balanced emphasis on a variety of factors, including central involvement of teachers in the planning and implementation of reforms. Other topics have received increasing emphasis in science education journals over the last two decades, including hands-on instruction, constructivist learning, and relevance of instruction to student interests and needs. Interest in constructivism has been intense since the early 1980s, and some educators have suggested that it may constitute the basis for a unifying theme for science education
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