This study investigated Powerful Knowledge (PK) and “Beyond 2000: Science education for the future” (“Beyond 2000”) on the view of knowledge in science education in England. In particular, we focused on the meaning of explicit procedural knowledge in practical work on official documents. As competency-based curriculum reform is a global trend, the latest version of the National Curriculum emphasizes subject knowledge, which is significantly influenced by PK. The view of knowledge in science education is shaped by both PK and “Beyond 2000,” with procedural knowledge being highlighted and made explicit in practical work, which is crucial for science teaching and learning. Analysis of the original sources revealed that PK and “Beyond 2000” on the view of knowledge influenced the emphasis on knowledge in curriculum components and the broad conceptualization of knowledge. It is concluded that practical work is a significant means of teaching and learning science in acquiring procedural knowledge and is thus essential to the curriculum content to be learned.

This study aimed to obtain fundamental insights into the development of science and mathematics education in the Republic of Zambia by clarifying the cognitive processes involved in students’ hypothesis generation in science.

In recent years, many African countries have emphasized the development of human resources to support economic growth, with increasing attention given to linking education with industrial development and labor markets. Although Zambia has followed a similar trend, challenges remain in ensuring that students acquire the comprehensive knowledge and skills necessary for scientific problem-solving.

In particular, the inadequacy of “hypothesis generation,” the starting point of problem-solving, has been identified as a serious issue, especially in fields such as medical practice.

In this study, interviews were conducted with Zambian high school students to investigate their thinking processes during hypothesis generation. The analysis suggested that students demonstrated common cognitive patterns resembling those described in previous studies on hypothesis formation.

These findings provide important implications for improving scientific inquiry skills and problem-solving abilities in Zambia, contributing to the broader goal of strengthening education to support national development.

This study focuses on the development and evaluation of instructional materials on experimental design, aimed at fostering scientific thinking and statistical literacy among high school students in the “Fundamentals of Science and Mathematics Inquiry” course. The lessons, conducted over five sessions, used a seed germination experiment to teach students how to identify influencing factors, design experiments based on Fisher’s three principles, and analyze data. Pre- and post-lesson surveys revealed improved understanding of summary statistics and error handling, though abstract concepts like distinguishing between random and systematic errors remained challenging. A comparison with a control group that did not use the developed materials showed that the lessons promoted practical understanding beyond mere knowledge acquisition. The materials are low-cost and easy to implement, offering a valuable opportunity to integrate science education with statistical literacy and enhance the quality of inquiry-based learning.

In the current Course of Study for the upper secondary school subject “Industrial Studies,” learning content related to environmental conservation and the efficient use of resources and energy has been strengthened. Although life cycle assessment (LCA) is included in “Global Environmental Chemistry,” a subject taken by students in industrial chemistry programs, research on the development of LCA teaching materials for this subject is limited. This study analyzed the LCA-related content in the textbook Global Environmental Chemistry. The results showed that a case study comparing one-way and returnable bottles is presented. However, the comparison of their environmental impacts is based only on part of the inventory analysis results. This suggests that a comparison using unified indicators through characterization would be more appropriate. Furthermore, in relation to industrial chemistry, polyethylene terephthalate (PET), a widely used material, was selected as a teaching topic, and a comparison of greenhouse gas emissions over the life cycle of petroleum-derived and 100% biomass-derived PET was proposed as LCA teaching materials. In industrial high schools, which aim to cultivate future engineers, LCA education will become increasingly important.