INTERNATIONAL COUNCIL FOR SCIENCE

ICSU

Proceedings ofINTERNATIONAL CONFERENCE ON PRIMARY

SCHOOL SCIENCE AND MATHEMATICS EDUCATION

(BEIJING, CHINA • 1-4 NOVEMBER 2000)

Organised by:Committee on Capacity Building (CCBS)International Council for Science (ICSU)

Ministry of Education, ChinaChinese National Committee for UNESCO

China Association for Science and Technology (CAST)Beijing Normal University

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Table of Contents:I. ACKNOWLEDGEMENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

II. BACKGROUND . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

III. INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

IV. KEY PROGRAM THEMES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6A New Approach to Teaching Science and Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Science and Mathematics in the Asia/Pacific Region. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7What Science and Mathematics Should be Learned. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Critical Role of Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Student Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

V. RECOMMENDATIONS AND ACTION PLANS FROM CONFERENCE DISCUSSION SESSIONS . 11Curriculum Content and Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Recommendations of the Technology Group . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Teacher Training and Continuing Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Out of School Science Education Opportunities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

VI. PROPOSED DRAFT ICSU STATEMENT OF PRINCIPLES FOR NATURAL SCIENCE IN PRIMARYSCHOOLS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

VII. NEXT STEPS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Outreach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Supporting and Networking with Existing Networks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Preparations for CCBS Conference (Brazil,2002) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Meeting of the ICSU Scientific Unions (February 2001) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

VII. BEIJING CONFERENCE STATEMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Annexes:Conference Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Opening Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Chinese Participants List. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Participants List. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

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I. Acknowledgements

We would like to acknowledge the efforts of all those who worked so tirelessly to make the Beijing conference a success.

First, we would like to note the extraordinary leadership and efforts of our CCBS colleague, Professor Wei Yu. Beginning withher invitation to CCBS to bring such an international conference to Beijing,her team of staff and participating organizationsworked unceasingly to manage all of the logistics involved in accommodating the needs of participants from around the world.She was also able to attract high level attention and publicity for this international conference within China and for the issues that it set out to present.

We note the contribution of our CCBS members,speakers, discussion leaders and recorders who provided the essential substantivecontributions for this conference and its proceedings and the attendees who shared their insights and experiences.

We acknowledge the support of our funders and the work of the ICSU staff in helping to disseminate information about this conference and in assisting in preparing the draft proceedings. We appreciate access and use of official photos from the conferenceas well as informal ones contributed by Dr. Otto Hammes.

Dr. Leon LedermanDr. Shirley M. MalcomCo-chairs, CCBS

Travel for developing country’s participants and support for publication and dissemination of the report were provided by UNESCO.

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II. Background

Educators, scientists and officials fromover 20 nations met in Beijing,November 1- 4,2000,for the firstInternational Conference on PrimarySchool Science and Mathematics

Education. In addition to over 100 internationalrepresentatives, over 70 participants from cities andprovinces across China took part in the gathering.The conference was held at the Harbour PlazaHotel and included site visits to school programsand to the China Science and TechnologyMuseum.

The conference, organized by the InternationalCouncil for Science (ICSU) and its Committee onCapacity Building in Science (CCBS), was invitedto convene in China by CCBS member and ViceMinister of Education,Professor Wei Yu. In Chinathe conference was co-hosted by the Ministry ofEducation,China; Chinese National Committeefor UNESCO, China Association for Science andTechnology (CAST),and Beijing NormalUniversity.

The conference reflects the continuing interest ofCCBS in primary school education in science and

mathematics as a basic tool for capacity buildingaround the world.

In addition the conference was an extension anddirect follow-up to a CCBS sponsored workshopheld coincident to the World Conference onScience (WCS) held in Budapest,Hungary in June1999 and co-sponsored by UNESCO and ICSU.One of the key recommendations from the WCSstressed that “There is an urgent need to renew,expand and diversify basic science education forall,…”(Science Agenda-Framework for Action/Section 2.4, Paragraph 22).

The aim of this International Conference was toprovide a forum to discuss strategies to accomplishthis end. It was organized to focus less on presen-tations and submitted papers and more on net-working, providing opportunities for discussion,and developing specific action plans to guidefuture work of individuals,donors,NGO’s,highereducation institutions and governments. Theemphasis was placed on sharing practices,ideas,research and strategies to address common con-

cerns in primary school science and mathematicseducation while acknowledging,honoring andincorporating differences in approaches based ongeography, history, culture and/or language.Technology’s potential was also recognized as amechanism to enable cooperation,networking andexchange of ideas now and into the future, usingthe power of the Internet and growing world con-nectivity. These efforts would build on earlierwork of the CCBS to develop a capacity building“portal,” www.teachscience.org and other similar ini-tiatives.

The choice of China as a conference venue hadthe added value of supporting countrywide initia-tives underway to reform cur riculum for scienceand mathematics in primary education.

CCBS member and Vice Minister of Education,Professor Wei Yu addresses the conference.

Speakers and organizational leaders meet Education Minister Chen Zhi Li

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III. Introduction

The opening plenary was highlightedby messages and remarks from repre-sentatives of the collaboratinggroups. A choral presentation wasgiven by students of the primary

school attached to Beijing Normal University. Itserved not only as entertainment and welcome toBeijing.It also served as a reminder of the hun-dreds of millions of primary age children in Chinaand around the world.Children requiring qualityeducation in science and mathematics to meet thechallenges of the future—and the subject andobjective of the discussion and deliberations at theConference.

Following opening remarks by CCBS memberand Vice Minister for Education,Professor Wei Yu,a welcoming address by the Minister of Education,Chen Zhi Li,noted the historic occasion of themeeting and its importance to curriculum reformefforts currently underway in China. She and thesubsequent speakers, the presidents of CAST and

Beijing Normal University, noted the immensechanges underway in China and around the worldby virtue of advances in science and technology(Internet,information and communication tech-nologies,genetic technologies). How then to pro-vide an education for children that prepares themadequately to live and work in that world?

Speakers acknowledged the need to consider whatis taught,how it is taught and how teachers wouldbe prepared to teach the new cur riculum. Thesethemes previewed issues that were discussedthroughout the four days of the conference.

Dr. Larry R. Kohler, Executive Director of ICSU,described the makeup of the Council,its work andits long term interests in issues of capacity build-ing. He then read a letter of greetings fromProfessor H.Yoshikawa, President of ICSU, whichfurther underscored the need for increased atten-tion to the primary years, not only in capacitybuilding, but also in the preparation and recruit-ment of young people to science and the promo-tion of the public understanding of science.

CCBS Co-Chair and Nobel LaureateProfessor Leon Lederman,in his openingremarks and introduction to the confer-ence, briefly recounted the history ofCCBS and its interest in primary schooleducation in science and mathematics.He described some of the commonchallenges faced in providing such edu-cation in developing and developedcountries alike. Professor Ledermancharged the conferees to develop anaction plan that might focus on organi-zation building, mobilizing donors,usingthe World Wide Web to network andshare information,and developing anddeploying a cadre of science educationtechnical co-operation providers.

ICSU Executive Director, Dr. Larry Kohler leading adiscussion group of ICSU family with Dr. Due Yue,Director, National Commission for UNESCO of China

CCBS Co-Chair and Nobel Laureate Professor LeonLederman

A choral presentation by students of the primary school attached toBeijing Normal University

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IV. Key Program Themes

A New Approach toTeaching Science andMathematics

Noting the trend of cur ricula in manycountries emphasizing rote memorizationof the facts of science, examples were

provided of “hands on”approaches to teachingthat had been developed and implemented indiverse regions of the world—in hundreds ofschools in Chicago, Illinois in the United States;in Paris,France;and in Ceara and San Palo inBrazil.

The Chicago TAMS group (Teachers Academy forMath and Science) described the challenge theyfaced to make new instructional strategies for sci-ence and mathematics available to teachers in pri-mary schools in impoverished areas of Chicago.Teaching mostly American minority children ofAfrican American and Hispanic origin,the majorconcern was in making teachers more confident,comfortable and knowledgeable about the contentthey were expected to provide to children. The

challenges were described not only as educationaland intellectual but also political —how to influ-ence the incentives that affect the way schools areorganized and run. TAMS Founder LeonLederman and Director Lourdes Monteagudoemphasized the need to provide not only trainingbut also ongoing support to teachers withinschools for a sustained period of time.

A similar hands on initiative in France, La Main àla Pâte Program, was described by Professor PierreLena and Professor Yves Quere. Professor Lenanoted the emphasis of the program on teachertraining and teachers’connections to scientists.A program Internet site promotes exchangesamong teachers, provides classroom materials,Internet-based science resources,and consultationby scientists and educators. In addition to itsimplementation in France, La Main à la PâteProgram has generated considerable interest inmany other countries of the world. A major pub-lication of the project was translated into Chinese(see right) and made available to participants in theconference. Wider circulation of the translatedmaterial is planned. An agreement of cooperationwas signed between China and the FrenchAcademy for support of the project’s diffusion inChina.

Similarly, programs in Brazil described by ProfessorDietrich Schiel and science teacher DomingosPereira Viana Filho emphasized hands on,integra-tive approaches to science teaching based on local-ly available material and locally meaningfulthemes. The challenge for Brazil (as well as for theother sites) stems from the need to provide appro-priate instructional preparation and professionaldevelopment for a very large numbers of teachers,geographically dispersed over great distances,inways that are educationally sound. All groupsacknowledged a role for technology in disseminat-ing exemplary materials and potentially adaptableinstructional strategies.

A message from Professor George Charpak,Nobel Laureate in Physics and a dr iving forcebehind the introduction and adoption of La Mainà la Pâte Program in France, was shared with theparticipants.

Professor Pierre Léna,speaker

Professor Yves Quéré,CCBS member and speaker

La Main à la Pâte for China

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The picture that emerged from the panel focused on:

• The need to have clear goals for science andmathematics education

• The value of targeting the primary years

• The challenge of providing adequate prepara-tion for non-specialist teachers to deliver science and mathematics instruction usingmore active,“hands on”approaches.

• The interaction of science instruction and literacy goals

• The need for g reater involvement of scientistswith teachers and cur riculum for the primarygrades

• The development of mechanisms for outreachand information sharing

Science and MathematicsEducation in theAsia/Pacific Region

Professor Wei Yu moderated a panel of country representatives from the regionwho briefly described the current state of

primary education in science and mathematics aswell as the critical issues being faced.

Despite representing countries as diverse as Sr iLanka, Indonesia,Malaysia,Viet Nam, India andthe Phillipines there was strong similarity amongmajor themes expressed by the presenters.

Goals for primary school education in science andmathematics extended beyond cognitive and skillsdevelopment to include social,cultural,and moraldevelopment.

There was universal recognition ofthe value of active learning and handson approaches to teaching scienceand mathematics. There was generalacknowledgement of the scienceskills that were valued,underscoringthe common language that scienceand mathematics represent among allthe subject areas.

There was amazing similarity acrossthe current problems outlined by thepresenters. Beyond the key issue ofuniversal access to education for girlsand boys there were concerns aboutmechanistic (rote) approaches toteaching and learning;learning expe-riences not connected to local situa-tions; and inadequate participation ofthe science community in efforts toimprove science and mathematics education.

Facing the challenge of providing basic educationto all girls and boys, at least through the level ofcompulsory education,the issue then becomes oneof developing a curriculum that builds on youngchildren’s natural curiosity — a curriculum thatpromotes creativity and initiative. And what kindof programme is required to prepare teachers whocan teach a new cur riculum using more activemethods?

While the general cur ricular outline was clear thedetails differed for each country. In Sri Lanka thesubjects taught at the primary level were listed asmathematics, religion and environment relatedactivities. Environment then becomes the basis for teaching other disciplines,including science.In Malaysia science is core and compulsory at pri-mary and lower secondary levels. At the lowerprimary level, science is integrated across the curriculum. At upper primary (grades 4,5 & 6)science is taught as a separate subject organizedaround five areas of study:

• The Living World

• The Physical World

• The Material World

• Earth and the Universe

• The World of Technology

In addition extra curricular science experiencesare provided for students during years 4-6.Science curriculum for Grades 3 to 6 in Indonesiafollows similar themes: Life and Living;Materials;Energy and change;Earth and beyond;andTechnology. The common challenges to imple-mentation included:

• Teachers to deliver the new curriculum

• Providing locally relevant experiences

• Modifying assessments to incorporate handson approaches that are valued in instruction

Dr. Ella Yulaelawati exchanging information withparticipants on programs in the Asia/Pacific region

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The presentation and discussions about the currentstatus of primary science and mathematics educationled participants to recognize the potential and powerof coming together to explore common issues. Aplanning session was held later during the confer-ence for the Asia Pacific Region. This session pro-duced the following recommendations:

• Convening an Annual Meeting for the AsiaPacific Region

• Such a conference should include representativesfrom ministries of education and local universi-ties.

The meeting might focus on topics such as:

• Content of curriculum

—how does each country incorporate its ownculture in the cur riculum

—use of local cultural techniques for scienceteaching and learning

• Update on recent education developments ofdifferent countries

• Teacher training successes and failures

• Teaching materials, such as textbooks,learningmodules,equipment and workbooks

Establishment of a network to exchange informationand ideas concerning science teaching and learning.This might be done by means of :

• Internet

• Newsletter

• Exchange programme

• Participation in and reporting at the secondICSU International Conference in Brazil onprogress made in the Asia Pacific Region.

W h at Science and Mat h e m at i c sShould be Learn e d

Overall goals for education are translatedwithin ministries, departments and agenciesinto detailed cur riculum. A panel of scien-

tists and educators discussed the processes and out-comes of these deliberations in different countriesillustrating:

• Development of curriculum in science andmathematics specifically designed to addressnational issues and concerns, building on localtraditions and incorporating cultural compo-nents;

• Adaptation of curriculum goals for primary sci-ence and mathematics developed outside of thecountry with incorporation of local context;and

• Adoption of a kit-based program for science.

Extending a quality basic education in science andmathematics at the primary school level for girls aswell as boys was the central story that Professor SamBajah presented as he described the programmesbeing implemented in Nigeria. The goals for sci-ence necessarily were directed toward providing stu-dents basic education needed to manage their livesand their health. Themes that were incorporatedwithin specially prepared teaching resource materialsincluded such topics as malaria and HIV/AIDS.

Policies regarding what is taught are developednationally, and science and mathematics are coresubjects within the national curriculum. The objec-tives of primary school science in Nigeria mirroredvery closely those described in presentations fromAsia Pacific region countries, including:

• A focus on observing,exploring,appreciatingand protecting the environment;

• Developing functional knowledge of basic science concepts and principles as well as basicscience process skills;

Cirriculum materials from Nigeria

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• Developing basic understanding of naturalphenomena;

• Developing scientific attitudes (habits of mind) including curiosity, objectivity, criticalreflection;

• Being able to apply knowledge and skillsgained to solve everyday problems;

• Developing self-confidence and self-reliancethrough problem-solving.

Grade by grade expectations for learning are artic-ulated that range across the life sciences (thehuman body, plants and animals,agriculture),phys-ical sciences,(e.g.,properties of water, air, light,energy),earth sciences (rocks, weather, earth andsky),mathematics (grouping,ordering, measure-ment),and environment (nature discovery, plantsand animals,soils,pollution). Activities and topicsappropriate to the age and developmental level ofstudents characterize the national curriculum.Professor Bajah pointed to a number of issueswhich had also been raised in the Asia Pacificregion presentations.

While governments may be involved in the devel-opment of goals,frameworks and curriculum for science and mathematics education this does notensure that these will be implemented.Implementation depends on additional factorsincluding the knowledge, skills and confidence ofthe teachers;the presence of supportive classroomenvironments and teaching resources, includingbooks and equipment.

While active hands on approaches to teaching science are highly valued pedagogically, assessmentsthat focus on recalling memorized materials arestill in place and actively work against the move-ment towards hands on strategies.

Generalist teachers predominate in primary schooleducation; strategies are needed to bring moreknowledge of science into the preparation andcontinuing education of teachers. Alternatively,there is a need to consider use of science and math specialists in teaching and/or to explorepartnerships that involve scientists as resources to generalists.

Professor Bajah described several curriculum projects undertaken in Nigeria and other parts of Africa. One specific project ELSSA (EarlyLearning Science Series for Africa) supports literacy goals as well as hands on science, involves culturally important activities such as plays andskits,songs and poems. He described the goals as “Think Science;Act Science;Sing Science.”

Dr. Gonzalo Córdoba of SENACYT in Panama(Secretaria Nacional de Ciencia, Technologia eInnovación) described a different approach to pri-mary science and mathematics reform undertakenin his country. Rather than undertake a process ofcurriculum development from the beginning,theyinstead sought to identify existing efforts thatmight be adapted for use in Panama. This researchled them to the materials, approaches and trainingoffered by Project 2061 of the AmericanAssociation for the Advancement of Science in theUnited States. The major publications of the proj-ect were available in Spanish CIENCIA:Conocimiento Para Todos and AVANCES En ElConocimiento Científico) as well as the training thatwas provided to teacher leaders. The focus of thetraining was on understanding how to move fromthe conceptual goal for students and age specificlearning goals,to standards based curriculum mod-els for the classroom. This also focused on theways to align goals and activities and the need tomonitor progress toward student achievement.

Since Project 2061 materials are not prescriptivethey thus provided a flexible framework for localadaptation. The products from AAAS were origi-nally developed through yearslong interactions ofscientists,science education faculty and teachers.

Dr. Otto Hammes described a kit based projectdeveloped in Germany that was being implement-ed in Indonesia.With a focus on improving thequality of science education in primary grades thecomponents of SE QIP (Science EducationQuality Improvement Project) included:

• a training system

• support system for teacher s

• equipment system

• maintenance system for equipment

• written materials,and

• reform of examinations

In the implementation of the program there wasthe opportunity for local “interpretation”to meetdistrict needs and conditions.

Professor Samuel Bajah,speaker

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Critical Role of Teachers

Throughout the presentations and discussionthere were repeated references to the criti-cal role of teachers: their knowledge of the

subject matter, their skills in teaching and theirconfidence and attitudes. Both the panel on curriculum and the panel on the preparation ofteachers raised the following issues:

• the low levels of preparation of teachers in science and mathematics content;

• the need for specific training that relates learn-ing goals to classroom practice;

• the need for a support system for teachers tosupport regular employment of newly acquiredskills;

• the measurement of results of implementationwith feedback into the teaching process andmodification of classroom practice as neededand;

• The opportunity to obser ve each other, tolearn together and to share experience.

Dr. Ella Yulaelawati described efforts to improvethe preparation of teachers of primary school science in schools in Indonesia. Earlier in the session Dr. Boediono had described the criticalissues facing reform efforts in the country. Dr.Yulaelawati provided survey data indicating thedifferences in attitudes among instructors preparedin the Primary Training College (a specialized sec-ondary school program),a two year updatedteacher training college involving a post secondaryprogram and pre-service students enrolled in thetwo year Diploma program. Eighty one percent ofinstructors perceived science as a body of knowl-edge with the resultant expectation that suchknowledge was shared through “telling.” Teacherswho graduated from diploma programs (60%) andpre-service students of such programs (53%) weremore likely to see science as “observations,investi-

gations, verifications andinventions to solve prob-lems and increase thequality of life.” The diplo-ma programs focus notonly on increased under-standing of subject matterbut also on the skills need-ed to promote studentlearning. In-service train-ing needed to upgradepreparation of teacherscoming from the old pro-gram was described asinadequate. Such pro-grams have focused oncontent transfer ratherthan content plus peda-gogic skills,have been de-contextualized from thereality of the classroomand/or have not taken inaccount local needs.

Dr.Yulaelawati emphasized the need to considergender issues in the discussion of primary schooleducation reform.Although there are more femaleteachers in primary schools the training opportu-nities for them may be limited. Fewer females areappointed to leadership positions in schools inspite of the fact that they greatly outnumber malesamong primary school teachers.The failure toaddress cultural barriers to training and opportuni-ties for women thus can serve to limit the effec-tiveness of primary school science and mathemat-ics reform initiatives.

Reforms should take into account the needs ofthose who teach for continuing professional sup-port within schools as well as at district andprovincial levels. She proposed that much of thework of in-service training needs to be done atthe school level in work within teacher groups,ledand supported by fellow teachers,head teachersand inspectors. The challenge resides in buildingsufficient capacity within the system to create aleadership group needed to sustain and extendsuch an effort.

The unique role that scientists can play was aptlydemonstrated by Professor Julieta Fierro ofMexico and representative of the InternationalAstronomical Union,assisted by Professor Isobe ofJapan. Dr. Fierro’s demonstration illustrated howcomplex ideas can be taught to teachers and evenconveyed to young children by means of hands onactivities and use of manipulatives.

The discussion that ensued about the preparationof teachers, facilitated by Dr. Karen Worth of theUnited States,led to an expanded view of the jobsthat teachers are expected to do. This leads direct-ly to an expanded vision of what preparation isneeded for primary level teachers of science andmathematics. These needs extend beyond contentknowledge to include:

• strategies for effective teaching;Participants enjoy a visit with students

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• understanding the developmental level of children;

• knowledge of research on how children learn;

• understanding of how to select and adaptmaterials to meet local classroom needs;

• knowledge of effective assessment and questioning techniques.

Teaching was described as an extremely complexskill. And most approaches put in place to affect itare ineffective since they neither address the rangeof specific skills needed nor provide sufficienttime, feedback and assistance to develop and support these approaches.

Student Learning

Part of what teachers must take into accountto support teaching of science and mathe-matics at the primary level,as well as the

preparation of teachers, is the emerging body ofresearch about how students learn. Drawing on amodel developed by Harlen and Osborne (1985)Dr. Malcom and Professor Dong Qi,VicePresident of Beijing Normal University, brieflydiscussed issues related to brain and cognitiveresearch that need to inform work in curriculumdevelopment and classroom practice.

Central to these findings is the importance ofdevelopmentally appropriate strategies. Providingsensory rich learning experiences that includeinteractive, hands on approaches to support learn-ing of science and mathematics is supported by theemerging research.

V. Recommendationsand Action Plans fromDiscussion Sessions

During the course of the meeting concur-rent breakout-sessions provided theopportunity for participants to focus on

selected themes critical to reform of primary sci-ence and mathematics education. Each session wasasked to include a discussion of the similarities anddifferences among countries and regions of theworld,opportunities to share promising practices,the role of scientists,the contributions of unionsand interdisciplinary bodies and the interest androle of donors.

Provided below are the recommendations andaction items that emerged from those sessions.

Curriculum Content and Assessment• Need to collect and disseminate reform cur-

ricula, which embody content,process andbuilding students’interest. Relevance and rela-tionship to children’s daily life are important;

• Need to have an international network toexchange information on assessment,whichwill focus beyond ‘Paper and Pencil’ tests,especially in the area of process skills,interestsand attitudes;

• Need to find out how the above issue hasbeen dealt with,including both externalassessment and techno-generated data;

• There should be good opportunities for teach-ers to be competent in assessment of scienceand mathematics.The assessment should notbe threatening—good relationship betweenpupils and teachers is essential when assess-ments take place;

• Collect information on teacher evaluationmethods.Children should be involved in theevaluation of a class room;

• Create and disseminate a list to guide teachersin their practice;

• Need to gather information on computer usecoordinated with science teaching,and todevelop guidelines that will help make the use effective.

Recommendations of theTechnology GroupGUIDELINES:1.Technology is not a panacea: It is too often usedinappropriately. However it has an important rolein elementary math and science education

We recommend: developing guidelines for theeffective and appropriate use of computers andnetworking in math and science education;

2.Small computers: Small handheld computers offernew opportunities for universal access to comput-ers and networking,particularly in a few yearswhen costs can be expected to be in the $10range;

We recommend: ICSU sponsor international col -laboration on small computer in-class experimen-tation and software sharing.

CCBS Co-ChairDr. Shirley Malcom

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3.Resource sharing: There is a huge need to sharebest practices,materials,and software that can beapplied to math and science education interna-tionally.

We recommend:

• Sponsor a planning meeting to plan mecha-nisms and topics for sharing

• Develop a mechanism to share software.Consider sponsoring and advocating opensource licenses

• Continue and expand www.teachscience.orgconsider an international decentralized staffoverseen by an international board.

4.Student data sharing: Teachers and students cangather data and information locally and share itglobally;learning good science, communicationand environmental stewardship in the process.

We recommend: ICSU sponsor a portal that wouldsupport student sharing with shared databases,do-it-yourself facilities and resources.

5.Online Teacher Professional Development (TPD):Online courses offer huge potential for teacherprofessional development, but ICSU cannot deal

directly with this.Instead, its role might be to pro-vide guidance and share information.

We recommend:

• Develop guidelines for effective cost-effectiveonline teacher professional development,withexamples in math and science.

• Develop online seminars for TPD professionalsand policy makers.

Teacher Training andContinuing EducationSUMMARY OF KEY POINTS:

1.Teachers Colleges: We need to be aware of andready to incorporate latest development in cogni-tion science research (cooperate with Universitiesand Planning and Research department.)

2.Teacher Recruitment:

• Raise social and economic status

• Connecting teaching to patriotic obligation of advancing education

• General conditions to enable high schools toperform their vital tasks

• Sound education policy and wide national consensus

• High priority for teaching training,pre-service, continuous professional development

3.A Coherent Curriculum: Spans pre-K through secondary schools

Criteria for success:

• Build on natural curiosity of children

• Encourage innovative and critical thinking

• Recognise practical connections in study of science and languages

Relevant to lives of children:

• Build systematically earliest ideas and science

activities through more abstract concepts that support the core science disciplines

• Mathematics must be properly taught for its own power and its use in the sciences

High schools must produce graduates who are:

• Future citizens who can manage their lives andcontribute to a world of bewildering changes-contributed by extraordinary changes in tech-nology globalization and new economy

• Skilled in reading,basic algebra, computerfacility

• Most important,high school graduates musthave a positive attitude towards the mathemat-ical and aesthetic values of science.

• The coherent curriculum described shouldserve to simplify the tasks of high schools

4.Teacher Training:

Declarations:

• Continuous and meaningful teacher develop-ment programs are critical to science andmathematics reform in primary school.

• The science and mathematics communitieshave a responsibility to work with educators inimproving science and mathematics teachingand learning in primary school.

• Teacher development programs must addressthe needs of pre service, students,in serviceteachers and those who provide the develop-ment programs.

Action steps:

• Plan and implement communication networksto encourage dialogue and the exchange ofresources among participants in professionalprograms including teachers,school districtdecision makers, higher education faculty,mathematicians and scientists.

• Through the network develop a compendiumof program designs,professional development

materials, curricula and other pedagogicalmaterial.

Professor Leon Lederman with a group of students atthe museum

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• Create a working group to collect,compareand analyze existing standards and criteria forquality professional development programs andevaluation and assessment strategies

5.Our comments are by no mean complete:

Other issues yet to be examined:

• Difference between science as pure knowledgeand technology which is the application ofknowledge to society

• Children should be eager to learn about envi-ronment,moral and ethical issues in the use oftechnology

• Assessment of students

• Decisions of students after high school

Out of School ScienceEducation OpportunitiesSUMMARY OF KEY POINTS:

Early Education-Preschool:

• Collect programs,strategies and materials forsupport of pre school science and math educa-tion,including learning at home, throughmedia.Importance of values and culture.

• Develop booklets, web sites for disseminationthrough Early Childhood Resource Center forScience, Math and Technology, perhapsthrough cooperation of UNESCO, UNICEFand ICSU capacity building efforts.

Primary Schools:

• Connect science learning opportunities toother programmes focused on children, forexample, nutrition and health programmes.

• Develop/collect and share examples of pro-grammes that support and train parents onmechanisms and strategies for science andmath learning.

• Interesting talk shows

• Children’s science and math page in newspapers

• Effective teaching toys and good books

• “Science Commercials”between children’sprogramming on television

• Build linkages across different g roups concern-ing children’s health,education,science organ-izations,informal science institutions,etc.,tosupport science and math learning.

• Encourage government support for collabora-tion through funding of jointly developed,jointly submitted programmes.

Media:

• Develop and award international prizes forquality science media for children.

• Explore copyright issues or co-productionarrangements in sharing science television forchildren and supporting its development.

Places for Science:

• Seek dialogue with science center groupsaround designs for 21st century science learn-ing centers, closer connections to the sciencecommunity, use of new technologies.

• Collect and share examples of co-located pro-grams, such as hands on science programs inlibraries,science play grounds.

• Develop and publish database of reviews,books and software for children in science andmathematics.

• Develop education events/communicationsaround natural science phenomena (e.g.solareclipses).Develop events to highlight scienceand technology for children,for example, sci-ence and technology week or month aroundthe world.

VI. Proposed DRAFT-ICSU Statement ofPrinciples for NaturalScience in PrimarySchools

During the final discussions in Beijing some of the participants put forward thefollowing draft principles for the future

consideration of ICSU as the possible basis toguide future ICSU activities in science educationin primary schools:

• Consider that young children throughout theworld share the same curiosity and averageability for science;

• Exploit the universality of science inside themultiple facets of local cultural and social life;

• Proceed from children’s questions and observa-tions to hypotheses and simple experiments onreal objects and phenomena from their imme-diate proximity;

• Make sure that children argue and reasontogether, hence getting emotionally involved;

Dr. Larry Kohler, ICSU Executive Director with students at Museum

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• Link tightly science teaching to languageacquisition (oral and written as well as lexicaland syntactic abilities);

• During science teaching, avoid the use ofcomputer for children as well as that of ‘blackboxes’;

• Rejuvenate teachers’training:practice ofhands-on,unification of science beyond disci-plines,use of computers for modeling;

• Involve the national scientific community,especially Academies of Sciences (throughICSU and IAP),in primary school issues andteacher’s accompaniment;

• Delineate locally relevant processes and criteriato evaluate the building of capacities of bothchildren and teachers,and exchange best prac-tices;

• Aim at setting up a global internet networkfor exchanges, resources,data base consultation.

VII. Next StepsConcluding sessions focused on input from donorgroups and obtaining feedback from participantson the attached conference statement (See SectionVII). This statement reaffirms the value of net-working and collaboration to support theimprovement of primary science education locally,nationally, regionally and worldwide.

The importance of sharing strategies,materials andprograms was highlighted. The value of the inter-national conference was reiterated,along with acommitment to convene a second such conferencein Brazil in 2002 at the time of the ISCU GeneralAssembly. The second conference would str ive toincrease the number of participating countries andregions represented, increase the emphasis onmathematics education within the meeting and

presentations,expand the teams of country repre-sentatives to include policymakers and officials aswell as scientists,mathematicians and educatorsand increase the presence and role of donorgroups.

Concurrent sessions were held to focus on actionplans. These included China representatives con-sidering the role of reform initiatives in light ofgeneral conference discussions,and within theAsia-Pacific regional group and the “ICSU” fami-ly” group discussions. The action plan from theAsia Pacific group included proposals for sharingwork on curriculum and teacher development,including strategies for incorporating local culture,a regional annual meeting focused on primary sci-ence and mathematics education, an informationexchange network and participation as a region inthe second International conference.

The “ICSU family”meeting, chaired by Dr. LarryR. Kohler, reaffirmed the need for ICSU to play acrucial role in linking primary school,secondaryschool and university programmes on science andmathematics education by forming direct links andpartnerships between teachers,students and scien-tists and others. The“Science Corps,”proposed by ProfessorLederman as a futureactivity for ICSU,should be an initia-tive in close partner-ship with the educa-tion and technicalco-operation com-munities—and effortsshould begin to buildthese links.

The focus of the planof action was on the following:

Outreach

ICSU should become more proactive in publiciz-ing its interest in and capacity to support scienceand mathematics education. This could be accom-plished through the publication of a newsletter onscience education and the strengthening of thenetwork of ICSU Scientific Unions and others inthe ICSU family in the area of capacity building.ICSU can play a major role as a clearinghouse ofquality materials and relevant information,perhapsbuilding on the teachscience.org website withmirrored local websites translated into local lan-guages.

Supporting and Networking with Existing NetworksMore partnerships should be developed with additional countries and existing networks whereimprovement of primary science and mathematicseducation might appropriately be added to theirongoing collaboration.

Examples include networking through existingregional networks such as the “Latin AmericanStates Association” or through ICBA (CapacityBuilding in Africa).

Participants visit a pre-K classroom

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Preparations for CCBS Conference(Brazil, 2002)A specific proposal was made and accepted to support the idea of the 2nd InternationalConference to be held in Brazil in connectionwith the ICSU General Assembly in September2002.It was also proposed that a symposium beincorporated into the program of the ICSUGeneral Assembly focused on “Science Education:Opportunities and Problems.”

The planning for these events would specificallyaddress the need for the direct involvement ofministries of science and technology and educa-tion from the planning phase for the conference.In addition mechanisms must be found for themeaningful engagement of teachers of science andmathematics and those involved in curriculum andteacher training activities, especially from develop-ing countries.

Meeting of the ICSU Scientific Unions (February 2001)Science and mathematics education issues shouldbe specifically addressed at the proposed meetingof Scientific Unions in Paris in February 2001.ICSU’s Scientific Unions should be encouraged to become involved in the planning for theupcoming conference and to participate in relevant activities related to the improvement of science and mathematics education in primaryand secondary schools.

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Endorsed by the participants at the final session:

Scientists,educators,teachers,and representatives of government and the pr ivatesector from over 20 nations gathered in Beijing,China from 1-4 November 2000 todiscuss problems and opportunities in the science and mathematics education ofprimary school children.

It was characteristic of the meeting that representatives of all regions raised prob-lems that were common- the same in all regions of the world:north and south,eastand west, rich and poor.

We recognized the common problem that primary school teachers are, in general,poorly trained in mathematics and science. In all regions there is a growing realiza-tion that any hope of building capacity to use science, mathematics and technology(SMT) to advance the human condition, world-wide will rest on our success in theeducation of children,especially in SMT.This has always been true in history but aswe begin the 21st Century we become aware that access to the explosive develop-ment s in science and technology is becoming crucial to personal,national andinternational ‘survival’.

The above assessments encourage us to propose a new action network to co-ordi-nate the efforts to achieve this common goal of worldwide advance of scienceknowledge and science thinking as a vital component of the education of younggirls and boys.

We are aware of many organizations,national and international,that include pri-mary school education,science and mathematics,and the welfare of young childrenas part of their mission.Our plan would include compilation of a complete list ofthose organizations in order to network all our efforts,minimizing unnecessaryduplication and formulating a global strategy to bring every child in the world upto a level which would prepare them for education in schools,in informal settingsand throughout life.We are all aware that early education shapes the attitudes ofchildren and the expectations of parents and teachers for them,for their education;and for their futures as citizens, workers,scientists and engineers.An internationalnetwork for primary science and mathematics education would encourage contacts

among regions of the world,interchange of ideas and experiences,sharing of train-ing methods and materials,exchanges of teachers and curriculum experts,and theorganization of future meetings like this first Beijing Conference.In designing future activities for this new action network,there is a clear need totake into account national, regional and global benefits that would arise from signif-icantly enhanced collaboration to meet the challenge of creating a worldwide sci-ence literacy.

We are encouraged by the development of new, and the wider use of existing,edu-cational technologies,as well as the rapidly increasing connectivity of the Internet.We have been inspired by the examples of international governmental and non-governmental institutions that could be networked with science and mathematicsinitiatives on primary school education.We recommend follow-up actions to theWorld Conference on Science, expanded partnership with major global initiativeslike Quality Education for All,and collaboration with other international organiza-tions such as ICSU, UNESCO, IAP, UNIFEM,UNICEF, and UNDP.

Too many nations have given inadequate priority to the education of young chil-dren,who must be prepared to live and work in the new millennium.In this newcentury, we recognize the challenge which will requires a much higher priority onthe part of government,industry, NGOs,and society—the threat of ignorance, ofilliteracy, of superstition and of a disengagement from the potentially huge advan-tages of these new technologies to support sustainable development.

A great value lies in the development and implementation of a consensus statementas to the usefulness of such a new action network,beginning with each of the indi-viduals attending here signaling their support for the goals and recommendations ofthe meeting.To this end,ICSU is committed to convening a Second Conferenceon Primary School Science and Mathematics Education in September 2002 in Riode Janeiro, in conjunction with the ICSU General Assembly.We will make everyeffort to ensure a g reater number of nations and relevant organizations will partici-pate in the Second Conference.

________ICSU-BEIJING

VII. BEIJING CONFERENCE STATEMENT

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PROGRAMMEINTERNATIONAL CONFERENCEON PRIMARY SCHOOL SCIENCEAND MATHEMATICS EDUCATION

1-4 NOVEMBER 2000,Harbour Plaza,Beijing

Sponsored by the International Council for Science (ICSU)and its Committee on Capacity Building in Science (CCBS)

DAY 1 (1 NOVEMBER)

8:00 am Registration

9:00 am Opening Plenary-Opening words by Dr.Wei YuWelcome Address by Minister of Education,ChinaGreetings by Professor Leon Lederman (CCBS)Speech by Xu Shanyan,China Association for Science and Technology (CAST)Greetings by Dr. Larry Kohler (ICSU)Speech by Dr.Yuan,President,Beijing Normal UniversityIntroduction to Programme, Dr. Shirley Malcom

10:00 Coffee Break

10 :30 Curriculum Reform in Primary Education in China,Li Lianning,Director General,Ministry of Education,China

11:00 Reform of Science and Mathematics Education:Examples from the Field (Chair :Professor Leon Lederman)Teams of presenters,including scientist,educators,and participants,will describe programmes (and programme adaptations) to improve teaching and learning of science and mathematics at primarylevels,using active, hands-on approaches.

Chicago, (USA) :Teachers Academy for Math and Science, Leon Lederman and Lourdes Monteagudohttp://www.tams.org

France : La Main à la Pâte :Yves,Quéré,Pier re Lénahttp://wwwinrp.fr/lamap/

Brazil : Dietrich Schiel and Domingos Pereira Viana FilhoFor information on China,see http://www.sedu.org.cn

13:00 Lunch

14:30 Panel- Science and Mathematics Education in the Asia/Pacific RegionRepresentatives from countries in the region will present a brief picture of issues in science and mathematics education,issues at the primary school level as well as implications of these for secondaryschool and preparation of science teachers.

16:00 Coffee Break

16:20-18:00 Concurrent Breakout Sessions to discuss issues in light of earlier presentations

Breakout sessions,organized around selected themes,would focus on key issues critical to reform of science and mathematics education.Every session would include a discussion of similarities and differ-ences among countries and regions of the world,opportunities to share promising practices,the role of scientists,the contributions of unions and interdis-ciplinary bodies and the interest and role of donors.

• Implications for high school science and mathe-matics teaching—Professor Leon Lederman

• Assessment of student learning—Dr. Jerome Pine • A role for technology in supporting quality

science and mathematics education—Dr. RobertTinker

• Content (What Do Students Need to Learn)• Learning science and mathematics before and

outside of school Dr. Jayshree Mehta Ajitbhai• Teacher training and continuing education—

Dr. Dong Qi

19:00 Reception offered by Ministry of Education,China

DAY 2 (NOVEMBER 2)

9:00 am What Science and Mathematics Should Be Learned (Chair :Yves Quéré)A panel of scientists and educators will discuss what science and mathematics content goals should be established,taking into account what science and mathematics students need and possible constraints related to different levels of

economic and social development.

Dr. Samuel Bajah,NigeriaDr. Gonzalo cordoba, PanamaDr. Otto Hammes,IndonesiaDr.Wang Rongbn,China

10:30 Coffee Break

10:45 Preparing Teachers Who Can Teach the New Curricul (Chair : Dr. Liu en-shan)A panel of scientists and educators will discuss their respective roles in the education and continuing professional development of teachers.

Dr. Ella Yulaelawatu,IndonesiaProfessor Julietta Fierro, MexicoDr. Karen Worth,USAProfessor Ho Hing Jua,China

12:30 Lunch

14:00 Field visit : Kindergarten and Primary School attached to the Beijing Normal University

17:00 Visit to Summer Palace

19:00 Dinner at Summer Palace hosted by Beijing Normal University

DAY 3 (NOVEMBER 3)

9:00 Student Learning of Science and Mathematics:What Does CognitveScience Tell UsNew findings on student learning should affect what and how science and mathematics are taught as well as how teachers are prepared.

10:00 Coffee Break

10:15-12:45 Discussion sessions continued(preparation of proposals for action)

12:45 Lunch

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14:00 Field Trip-Meeting with primary schoolpupils and observing their activities at China Scienceand Technology Center

18:30 Dinner

DAY 4 (NOVEMBER 4)

8:30 Plenary- Reporting Back from Concur rent sessions

10:30 Coffee Break

11:00 Discussion continued and donor perspectives

12:00 Lunch

14 :00 Afternoon Planning Sessions for ImplementationChina Primary ReformMeetings of Representatives by RegionICSU Union and Interdisciplinary bodiesEducation representatives

Opportunities will be provided for participants to meet in planning sessions focused on next steps and their roles in implementing recommendations from the conference.

16 :00 Closing remarks

16 :30 End of Conference

Notes: English will be the official language of the con-ference. Products from the conference will include aproceedings volume and website as well as the planningdocuments.

OPENING STATEMENTby Professor Leon M. Lederman

Co-Chairman, Committee on Capacity Building in Science (CCBS)at the International Conference on Primary Science and Mathematics Education

1-4 November 2000, Harbour Plaza, Beijing

It is my honour and my pleasure to make some opening remarks at this important Conference. In June of1994,I chaired a new ICSU group:the Committee on Capacity Building in Science (CCBS).It was soon evidentthat a crucial element in the capacity of any nation to do science for the advance of the society depended on thequality of the education it gives its children and,especially, the education in science and mathematics.

The CCBS Committee evolved and had a major role in the World Conference on Science (Budapest, 1999)where science education was an important topic.Thanks to the really outstanding efforts of Dr.Wei Yu,a memberof the CCBS, this Beijing meeting was convened as a unique Conference devoted to the problems of science andmathematics education in primary school.

We selected primary schools because our experience indicated that the challenges in primary school scienceeducation are the same all over the world.Primarily, primary school teachers are not well trained in these subjectsand you cannot teach what you don’t understand.Other reasons for concentrating on primary schools have to dowith the fact that all too often,in developing nations,it is the only education available and failure is especially seri-ous for young women. Finally, young children belong to an international grouping which is not yet shaped by localcultural diversity so that common experiences are usefully exchanged and adapted as, for example, betweenChicago, Nairobi and Calcutta.

Now a Conference as elegantly organized as this should easily produce an elegant conference report,whichwill be placed on a shelf of elegant reports of conferences down through the ages.This is not what we should do!I believe that the time has arrived for an action plan,i.e. a document clearly stating our objectives and the steps weneed to take together to reach these objectives. I do no know what this plan will be but I would like to suggestsome components of an action plan:

(1) The formation of an organization, representing the g roups from the over 20 countries and which wouldeventually grow to include membership of groups from all the nations of the world.This would provide a mecha-nism for the exchange of ideas and experiences.

(2) The formation of a donors group so that every child will be able to benefit from a good education in whichscience and mathematics are important components.

(3) The use of the Web and other information transfer technologies to facilitate communication betweenmembers of the new organization.

(4) Inspired by International Red Cross, Peace Corps and Doctors without Borders, we can think of a“Teachers without Borders”organization ready to help where help is needed.

Clearly this is only an outline of a new organization that would have to network with other organizationswhich have some concern for the welfare of children.

I urge the members gathered here in Beijing to be bold.Political leaders,industrial managers all over the worldare realizing the crucial importance of a science literate population.The 21st century promises to be characterizedby an ever increasing pace of change as science and the technology based upon science change human behaviorsand human possibilities. We enter this new century of science with a population that is ignorant of science andtechnology.This is a prescription for disaster.We, the scientists, educators, teachers have a moral obligation to dowhat we can to insure the most important aspect of science education,that of the children.

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CHINESE PARTICIPANTS LISTCHINA

BeijingProfessor Shen ZhengDepartment of PsychologyBeijing UniversityBeijing,100871Tel:(8610)62754944Email: shenz@pku.edu.cn

Ms.Su XiaominBeijing Education Commission109,Qianmen Street,Xicheng District,Beijing 100031Tel:(8610)66074993

Ms.ZhangminScientific Task Group of Primary School Attached to BeijingUniversity,Beijing,100871Tel:(8610)62755475-8030Email: fxklz3@sina.com

Ms. Chen Jingrong

20,the 13 th Street,Dongsi District,Beijing,100007Tel:(8610) 64044632

Professor Li XiangyiChairman of the Executive Board,China Association ofNature Science Museum Room 1001,Building 10,Taiyueyuan District,No.12 ZhichunRd.Haidian District,Beijing,100088Tel:(8610) 82319245Email: Xiangyi_l@yahoo.com.cn

Mr.Wu JianminHeadmasterPrimary School Attached to Beijing Normal University,Beijing,100875Tel:(8610) 62207701

Mr. Zhan LanHeadmasterExperimental Kindergarten Attached to Beijing NormalUniversity,Beijing ,100875Tel:(8610) 62208129

Mr.Yu Xiansheng9,Huaiboshu Street,Xuanwu District,Beijing,100053Mobil:1301103326Email: yu4826@sina.com

Mr. Cai MaoVice Editor of People’s Education Press55,Shatan Hou Street,Dongcheng District,Beijing,Tel:(8610) 64016633-6236

Mr.Yin ZhijieVice Editor, People’s Education Press55,Shatan Hou Street,Dongcheng District,Beijing,Tel:(8610) 64016633-6236

Mr.Yu BoThe Central Institute of Educational Science 46,Beisanhuan Zhonglu,Beijing 100088Tel:(8610) 62003352

Ms. Zhang ChunliThe Institute of Educational Science, Beijing NormalUniversity, Beijing,100875Tel:(8610) 64640063

Ms. Zhang MeilingInstitute of Psychology, China Academy of SciencesRoom 703,7,Dawang Road,Guanghuili,Bawangfen,JianwaiStreetTel:(8610) 68812144

Professor Tian HezhenThe Center of Science Promotion and Education Research Beijing Normal UniversityBeijing,100875Tel:(8610) 62206776 (O)

(8610) 62209233 (H)Email: zhtcidc@public.bta.net.cn

Professor Zhao Zheng Department of Physics Beijing Normal UniversityBeijing ,100875Tel:(8610) 64897292 (H)

(8610) 62208030 (O)Professor Liu EnshanThe College of Life ScienceBeijing Normal UniversityBeijing ,100875Tel:(8610) 62200512Email: Liues@bnu.edu.cn

Professor Wang LeiBeijing Normal University

Tel:(8610) 62054074Email: HuaXueJiaoFaShi@263.net

Mr. Song HaiquanNo. 2 Middle School Attached to Beijing Normal UniversityTel:(8610) 62042200-3181Email: songhaiyuana@263.net

Mr. Jin Yujun Primary School Attached to Beijing Aviation and AstronomyUniversityTel:(8610) 82317161

Mr. Chen GangInformation Center of China Association for Science andTechnology86,Xueyuan Nanlu,100086Tel:(8610) 68516601

Ms. Li HongBeihai Kindergarten,Dixi Street,Beijing,100009Tel:(8610) 64019292

Ms.Yu HuijuanPeople’s Education MagazineTel:(8610) 62242984

Ms. Cheng ShuhuaPeople’s Education MagazineTel:(8610) 62242984

Hong Kong

Mr. Ling ZhaoxingD3-1/F-47,Science Department of Hong Kong EducationInstitute 10,Luping Road,Dafu District,Hong Kong Tel:29487661

Hubei Province

Mr. Liu JinbinVice Headmaster of Shuiguohu No.2 Primary School39,Shuiguohu Henglu,Wuchang,Hubei Province, 430071Tel:(8627) 87816932Email: Ljb001@21cn.com

Mr. Liu Peisheng67,Guiyuan Road,Hongshan District,Wuhan,430079

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Hunan Province

Mr. Xiang LingqiangEducation Bureau of Furong District,Changsha,HunanProvince, 410011Tel:(86731) 2252414 (H)Email: xlqyuan@public.cs.hn.cn

Henan Province

Mr. Liu KeqinPeople’s Street Primary School,Anyang City, Henan Province,455000Tel:(86372) 925554

Mr. Cai DongcaiEditorial Department of Youth Teachers in Primary School 11,Shunhe Road,Zhengzhou City, Henan Province, 450004Tel:(86371) 6324611Email: dongcaicai@sina.com

Mr. Xu ManqingBuilding 1,No. 54,Xili Road,Zhengzhou,Henan Province,450000Tel:(86371) 6256945

Sichuan Province

Ms. Feng MengyueHeadmaster, Qinghua Division of Chengdu ExperimentalPrimary School

9,the 1 st Bei Street,Qinghua District,Chengdu,SichuanProvince, 610071Tel:(9623) 7338921

Mr. Huang Zhiyuan Vice Headmaster Center Primary School,Jiandi,Shifang City, Sichuan Province,618409Tel:(86838) 8650147

Mr. Xiao MingCenter Primary School,Jiandi,Shifang City, Sichuan Province,618409Tel:(86838) 8650352Email: Mooner99@sina.com

Chongqing

Mr. Zou MingguoChongqing Education CommissionNo. 12,Guihuayuan Road,Yuzhong District,Chongqing,400015Tel:(862) 63864410 (H)

Shandong Province

Mr. Zou XinkuiPrimary School Division of Education and Reaearch ofBinzhou DistrictNo.512,Huanghe Road,Binzhou ,ShangdongProvince,256618Tel:(86543) 3313142Email: dqjxyjs@bz-public.sd.cninfo.net

Mr.Wang ZaiyongNo.512,Huanghe Road,Binzhou,Shangdong Province,256618Tel:(86543) 3214995

Hebei Province

Ms.Yao DanyanNo.1 Kindergarten,Jianshe Beilu,Tangshan,Hebei Province,063000Tel:(86315) 2034449

Mr. Geng RongjiuNo. 65,Zhonghua North Street,Shijiazhuang,Hebei Province,063000Tel:(86311) 7833561

Tianjin

Professor Zhang Youwei

Education Institute of Tianjin Normal University,Tianjin,300020Tel:(8622) 27236758

Professor Yu Yan Department of ChemistryTian Normal UniversityTianjin,300020Tel:(8622) 27214711Email: Yuyan@public.tpt.tj.cn

Mr.Liu TangyuDean,Tianjin Education and Teaching ResearchNo. 23 Yuejinli,Dagu South Road,Hexi District,Tianjin,300020Tel:(8622) 28300598

Mr. Ding AnlianHeadmaster, Primary School Attached to Tianjin No. 2 NormalUniversityNo. 2,Taishan Road,Hexi District,Tianjin,300020Tel:(8622) 28335136

Ms. Lu PeiqiRoom 505,Yucai Building 3,No.13 Middle School,HexiDistrict,Tianjin,300020Tel:(8622) 28344637

Liaoning Province

Mr. Zhao ManjunNo.107,Lianhe Road,Shahekou District,Dalian,LiaoningProvince, 116021Tel:(86411) 4649520

Mr. Lu weimingNo.107,Lianhe Road,Shahekou District,Dalian,LiaoningProvince, 116021Tel:(86411) 4649520

Professor Tang LianjunLiaoning Education Institute No. 46-2,Chongshan Donglu,Huanggu District,Shenyang,110032Tel:(8624)86896957Email: LNSYtanglj@263.net

Ms. Sun YuxiangLiaoning Education InstituteNo. 46-2,Chongshan Donglu,Huanggu District,Shenyang,110032Tel:(8624)86896957Email: LNSYtanglj@263.net

Shanxi Province

Ms.WuhongShanxi Modern Bilingual School,Taiyuan,030031

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Ms.Zhang RonghuaBiology Teaching and Research Group, Linfen Normal School,Shanxi Province, 041000Tel:(86357) 2051481Email: yjsc@dns.sxtu.edu.cn

Mr. Han ZuyongYujie School,Tongbao District, Taiyuan,030000Tel:(86351) 7123773

Xinjiang

Mr.Tian ZhengDean,Primary School Attached to Bayi Middle School,Wulumuqi15,Qingnian Road,Wulumuqi,830002Tel:(86991) 2615342 (H)Email: Tz101@sina.com

Shanxi Province

Ms.Yang RuqinPrimary School Attached to Xi’an Transportation University,Xi’anTel:(8629) 2669612

Shanhai

Mr. Chen GuolinBuilding 5,No. 3,Hutong 1050,Chang’an Road,Shanghai,200070Tel:(8621) 63539430

Mr. Zhou Ruoxin1535, Kongjiang Road,Yangpu District,Shanghai,200093Tel:(8621) 65035057-348Dr. Li WeishengDepartment of Education East of China Normal University3663,Zhongshan Beilu,Shanghai,200062Tel:(8621) 62824987Email: Lws100@sohu.com

Ms.Hong RuhuiVice Editor-in-generalShanghai Science and Technology Education Press,Shanghai,200233Tel:(8621) 64702954

Ms. Cai JieShanghai Science and Technology Education Press,Shanghai,200233Tel:(8621) 64367970-631

Mr.Wang ShipingShanghai Science and Technology Education Press,Shanghai,200233Tel:(8621) 64367970-234

Jiangsu Province

Mr. Ma FuDepartment of MathematicsNanjing Normal UniversityNanjing,210097Tel:(8625) 3731709Email: fumal@263.net

Professor Hao JinghuaInstitute of Education and Science Research Nanjing Normal UniversityNanjing,210097Tel:98625) 3715528Email: Baby-pigsty@sina.com

Mr. Zhang HongmingVice Headmaster, Suwan Experimental Primary School100,Wuzhong Donglu,Wu County, Jiangsu Province, 215128Tel:(86512) 5271511 (H)Email: wxj099@publicl.sz.js.cn

Professor Zhang GuangjianJiangsu Education CommissionRoom 301,Jincheng Garden Building 62,Zhongshan Beilu,Nanjing,210003Tel:(8625) 8768916

Mr. Lu Xinqi37,Guanjia Bridge, Nanjing,210005Tel:(8625) 4702460Email: mahler@sohu.com

Mr. Xu WenhuaiJiangsu Education and Research Institute46,Zhongyang Road,Nanjng,210088Tel:(8625) 7712997

Prof. Luo LiminSoutheast Universtity, NanjingTel:(8625) 3794049Email: Luo.list@seu.edu.cn

Prof. Bai YiSoutheast University, NanjingEmail: Bai.list@seu.edu.cn

Guangdong Province

Mr. Chen Junhui1128,Nanyou Road,Nanshan District,Shenzhen,518054Mobile:13823333278

Mr. Lu HuiWeilanhaian,Houhai Avenue, Nanshan District,Shenzhen,518054

Mr. Zhang HepingYucai No.1 Primary School,Shekou Industrial District,Shenzhen,518067Tel:(86755) 6815752

Ms.Mai XiBuilding 7,No. 172,Zhongshan Silu,Guangzhou,510300Tel:(8620) 83332324

Mr. Zheng Yuefei172,Zhongshan Silu,Guangzhou,510300

Zhejiang Province

Mr.Yu BojunVice HeadmasterExperimental Primary School, Yuyao, Zhejiang Province,315400Tel:(86574) 2717442

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PARTICIPANTS LISTBRAZIL

Professor Domingos Pereira Viana Filho (Speaker)Ceara Basic Education SecretariatAvenida Gen.Afonso A.Lima,s/n Cambeba,60 839-900FortalezaCeara - BrazilFax (85) 488 8309 / 488 8310Email:seduc@seduc.ce.gov.br

Dr. D. Schiel (Speaker)CDCC/ University of Sao Paolo (USP)Rua Nove de Julho 122713560-590 Sao Carlos,SP BrazilTel (55 16) Fax (55 16) 272 3910Email:dietrich@cdcc.sc.usp.br

CHINA

M.Cheng Donghong China Association for Science and Technology3,Fuxing Road,Beijing 100038 P. R.ChinaTel :86 10 68518822-21903

Professor Dong QiVice PresidentBeijing Normal University Beijing 100875Tel :86 10 6220 7950Email:dongqi@bnu.edu.cn

Mr. Du Yue Director, National Commission for UNESCO100816 Beijing,ChinaTel (86 10) 6609 6553Fax (86 10) 6601 7912Email:duy@moe.edu.cn

Professor Dun LIURepresenting IUHPS/DHSChinese Academy of Sciences137 Chao-Nei Street100010 Beijing, P. R.ChinaFax :(86 10) 6401 7637Email: dliu@public.east.cn.net

Dr. Ge TingGeneral DirectorInformation Center of China Association for Science andTechnology86,Xueyuan Nanlu,Beijing 100086Tel :86 10 6218 5042

Dr. Junyong ChenRepresenting IUGGNational Bureau of Surveying of MappingBaiwanzhang,Beijing 100830 ChinaTel:86 10 6833 4544Fax:86 10 6831 1564Email: jychen@sun.ihep.ac.cn

M. Li DaguangInstitute of Science Popularization of China Association forScience and Technology 86,Xueyuan Nantul,Beijing 100086 Tel :(86 10) 62178877-3425

Professor Ma Zhi-Ming Representing the Third World Academy of Sciences) TWASTel :86 10 6256 2362Fax :86 10 6254 1689Email : mazm@amath8-amt.ac.cn

Ms. NiuRepresenting ICASEChina Association for Science and Technology 86,Xueyuan Nantul,Beijing 100086 P. R.China

M. Rao ChenggangBeijing Nature Museum126,Tianqiao Nandajie, BeijingP. R.ChinaTel :86 10 87962107

Professor Su JilanRepresenting COSTEDSecond Institute of OceanographyState Oceanic AdministrationP.O. Box 12079 Xixihexia,HangzhouZhejiang 310012P. R.China

Tel (86 571) 884 0332Fax (86 671) 807 1539Email: sujil@zgb.com.cn

Professor Liu EnshanThe College of Life ScienceBeijing Normal UniversityBeijing 100875,ChinaEmail: Liues@bnu.edu.cn

Dr.Wang RongbinBeijing Planetarium138,Xizhimenwai Dajie, Beijing, P. R.China4Tel:86 10 6835 1613Fax:86 10 69353003Email: rbwang@mx.cei.gov.cn

M.Wang YushengChina Science and Techonology Museum1,Beisanhuan Zhonglu,Beijing 100011Tel :86 10 62379376Fax :86 10 68353003Email :rbwang@mx.cei.gov.cn

Professor Wei Yu (Committee Member)Vice MinisterThe Ministry of EducationBeijing,100816 P. R.ChinaTel :86 10 6601 7912Fax :86 10 6609 6249

M.Wu JianpingDepartment of Mathematics,Capital Normal University105,Xisanhuan Beilu,Beijing 100037P. R.ChinaEmail :wjianp@yeah.net

M. Zhai LiyuanInstitute of Science Popularization of China Association forScience and Technology86,Xueyuan Nanlu,Beijing 100086 P. R.ChinaTel :86 10 62178877-3426

Ms. Zhang HongThe China Association for Science and Technology CAST, 3 Fuxing Road,Beijing 100863Tel :86 10 6857 8284Fax :86 10 6857 1897Email : hong@cast.org.cn

M.Zhang KaixunChina Association of Children’s Science Instructor86,Xueyuan Nantul,Beijing 100080P. R.ChinaTel :86 10 6204 6259

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Professor Zhang Houcan Representing IUPsySDepartment of PsychologyBeijing Normal UniversityChina 100875Tel :86 10 6220 0458Fax :86 10 6220 0458Email : zhanghc@public3.bta.net.cn

M.Zhu HuaweiEducation Committee of Jiangan DistrictWuhan,Hubei Province 430014 P.R.China

FRANCE

Professor Yves Quéré (Committee Member)Académie des Sciences23,Quai Conti75006 Paris,FranceTel:(33 1) 4441 4403Fax (33 1) 4441 4554Email:international@académie-sciences.fr

Professor Pierre Léna (Speaker)Département de recherche spatialeUniversité Paris VII etObsevatoire de Paris 92195 Meudon,FranceTel :(33 1) 4507 7951Fax :(33 1) 4507 7469Email:pierre.lena@obspm.fr

Professor Marie P. DigneAndrassy ut,471061 Budapest,HungaryTel :36 70 310 1460Fax :36 10 235 4474Email :mariedigne@yahoo.com

Dr. Larry R. KohlerExecutive Director, ICSU51 Boulevard de Montmorency75016 ParisFranceTel :(33 1) 4525 0329Fax :(33 1) 4288 9431Email: larry@icsu.org

Ms. Rohini T. RaoAdministrative Officer, ICSU51 Boulevard de Montmorency75016 ParisFranceTel:(33 1) 4525 0329Fax:(33 1) 4288 9431Email: rohini@icsu.org

Ms. Sachiko IshizakaScience Programme Officer, ICSU51 Boulevard de Montmorency75016 ParisFranceTel:(33 1) 4525 0329Fax:(33 1) 4288 9431Email:sachiko@icsu.org

GREECE

Professor Andreas Michael KazamiasAcademy of AthensPanepistemiou 2,10679 AthensGreeceTel :30 1 3612156Fax :30 1 3629912Email : akazam@cc.uoa.gr

KAZAMIAS@Education.wisc.edu

HONG KONG

Ms. Chi Ying WONGHong Kong University of Science and TechnologyMathematics DepartmentClear Water Bay, Hong KongFax :(852) 2358 1643

Ms. Jean Wai Lan WONGHong Kong University of Science and TechnologyMathematics DepartmentClear Water Bay, Hong KongFax:(852) 2358 1643

Ms. Ngan Nei KOHong Kong University of Science and TechnologyMathematics DepartmentClear Water Bay, Hong KongFax:(852) 2358 1643

INDIA

Dr. Mehta Jayshree Ajitbhai

909, 9th Floor, hitiratna, Pachwati, C. G. Road,Ahmedabad 380006,IndiaA1/22,Amrapali,Sukhipura,Paldi,Ahmedabad 380 007,IndiaTel :91 79 6440364; 91 79 6468991Fax :(9179) 6636386Email : satwac@wilnetonline.net

INDONESIA

Dr. BoedionoNational Institute for Research DevelopmentMinistry of National EducationIndonesiaTel:(62 21) 573 7102Fax:(62 21) 572 1245Email: boediono@indo.net.id

Dr. Ella YulaelawatiCurriculum CenterNational Institute for Research DevelopmentMinistry of National EducationIndonesiaTel:(62 21) 572 5031Fax :(62 21) 572 1245Email: yulaela@cbn.net.id

Dr. Nurcahyanik RamelanHead,Division of Teaching MaterialsMinistry of National EducationJ1 Jenderal SudirmanSenayan, Jakarta 10270IndonesiaTel:(62 21) 572 5644Fax :(62 21) 572 5708Email: seqipgz@rad.net.id

Dr. Otto HammesTeam leader SEQIPMinistry of National EducationBuilding E;Floor 17J1. Jenderal SudirmanSenayan, Jakarta10270IndonesiaTel :6221) 579 00334Fax:(6221) 572 5708Email : seqipgtz@rad.net.id

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JAMAICA

Ms.Carmen M. HartScientific Research CouncilP.O. Box 350Hope Gardens,Kingston 6JamaicaTel:(876) 927 1771 / 4Fax :(876) 9271990

Ms. Lorraine Eloise GrizzleScientific Research CouncilMay Pen PrimaryMinistry of EducationSevens Road,May Pen P.O.Clarendon, JamaicaTel & Fax :(986) 4004

JAPAN

M. Haruo HosoyaOchanamizu UniversityBunkyo-kuTokyo 112-8610 JapanTel :81 3 5978 5884Fax :81 3 5998 5898Email : hasoya@is.ocha.ac.jp

M.Masakata OgawaHiroshima UniversityResearch Institute for Higher EducationKagamiyama 1-2-2Higashi-Hiroshima 739-8512JapanTel :81 824 24 6236Fax :81 824 22 7104Email : ogawam@hiroshima-u.ac.jp

Mr. Soichiro MachidaSaitama University255 Shimo-OkuboSaitama 338-8570JapanTel :81 48 723 3200Fax :81 48 720 1260Email :smachi@sainet.or.jp

Professor Syuzo IsobeRepresenting IAUNational Astronomical Observatory of Japan2-21-1 OsawaMitaka,Tokyo 181 JapanTel :81 422 34 3645Fax :81 422 84 3641Email : isobesz@cc.nao.ac.jp

KENYA

Mr. Daniel Kipkorir Rono Representing UNESCO Office in NairobiChief Inspector of SchoolsMinistry of EducationP.O. Box 30040 Nairobi, KenyaFax :(254 2) 214 287

MALAYSIA

Dr. Abdul Aziz S.A.KadirCouncil Member,Academy of Sciences Malaysia902-4, Jalan Tun Ismail 50480 Kuala LumpurTel:603-2694 9898Fax:603-2694 5858

Mr.Tan Ying Kee Assistant DirectorTeacher Education DivisionMinistry of Education MalaysiaLevel 4&5,Block F,Damansara Town Centre,50604 Kuala Lumpur ,MalaysiaTel :603 2507298/ Fax :603 2541197Email :ykee@hotmail.com

Ms.Tengku Sharizad Tengku DahanScience OfficerAcademy of Sciences Malaysia902-4 Jalan Tun Ismail50480 Kuala Lumpur, MalaysiaTel (603) 2694 9898Fax (603) 2694 5858Email: sharizad@akademisains.gov.my

Ms. Zainon bt.Abd MajidAssistant DirectorCurriculum Development CentreMinistry of Education MalaysiaScience Unit,Curriculum Development Centre, Pesiaran Duta50604 Kuala Lumpur, MalaysiaTel :603 6511522Fax :603 6510861Email : zainommaj@hotmail.com

Mr. Zainol Badli Bin BudimanAssistant Director, Schools DivisionMinistry of Education MalaysiaBlock J South,Damansara Town Centre,50604 Kuala Lumpur, MalaysiaTel :603 2583287Fax :603 2549151Email : zainolb@hotmail.com

MEXICO

Professor J. FierroPast President,IAU Commission Insitituto de AstronomaUniversidad Nacional Autonoma de Mexico,Aptdo 70 264,Mexico DF 04510Tel:5 622 7276Fax 5 665 3769Email: fierroju@servidor.unam.mx

NIGERIA

Professor Samuel Tunde Bajah (Speaker)Vice Chancellor’s OfficeUniversity of IbadanIbadan,NigeriaFax:(234 2) 810 3043Email: lizzyjaz@skannet.com.ng

PANAMA

Dr. Gonzalo Gordoba CandenedoSecretaria NacionalSENACYTApartado 7250 Zona 5PanamaTel:(507) 317 0014/317 0020Fax:(507) 317 0024/23Email: senacyt@senacyt.gob.pa

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PHILIPPINES

Dr. Merlita A. NolidoChief, Curriculum Development Division

2nd Floor Boni Bldg.DECS ComplexMeralco AvenuePasig CityTel :638 47 99

632 1361 70Fax :6337270Email : bee@webquest.com

PORTUGAL

Professor Maria PestanaRepresenting IUPAC-CTCDepartamento de QuimicaFaculdade de Ciencias de LisboaCampo Grande, 1700 LisboaPortugalTel:(351 21) 7500088Fax:(351 21) 7500866Email: elisamaia@bigfoot.com

SAUDI ARABIA

Dr. Kedir Q. Al-QurashiDeputy MinisterMinistry of EducationSaudi ArabiaFax:(966) 140 51326Email: dhubaiban@hotmail.com

Dr Saleh M.Al-DubaibanG. Director of Educational SupervisionMinistry of EducationSaudi ArabiaFax:(966) 140 51326Email: dhubaiban@hotmail.com

Dr. Mohammed AsiriDirector of Curriculum DevelopmentMinistry of EducationSaudi ArabiaFax :(966) 140 51326Email: dhubaiban@hotmail.com

Dr. Abdullah Al-AbdultafKing Abdulaziz City for Science and TechnologyP.O. Box 6086,iyadh 11442Saudi ArabiaTel :(966 1) 488 3444Fax :(966) 1488 3756Email: dhubaiban@hotmail.com

Mr. Mohammed Al-GazlanMinistry of EducationSaudi ArabiaFax :(966) 140 51326Email: dhubaiban@hotmail.com

Mr. Anati Allah Al-SaeediMinistry of EducationSaudi ArabiaFax :(966) 140 51326Email: dhubaiban@hotmail.com

SOUTH AFRICA

Mrs. Lynette Marilyn RossouwSouth African National Committee of IMUPrimary Mathematics ProjectUniversity of Western Cape Education Faculty, Private Bag X 17Bellville, Cape Town S.A.South AfricaTel :27 21 9592510Fax :27 21 9512602Email : lrossouw@uwc.ac.za

Mr. MogamberrySouth African National Committee of IMUAssociation of Mathematics Educators in South Africa 39 Fawncastle Road Castlehill,Newlands West4037 Durban,South Africa Tel :27 31 208 7136Fax :27 31 208 7130Email : mosmog@netactive.co.za

SRI LANKA

Dr. Sunethra KarunaratneSenior LecturerScience Education UnitUniversity of PeradeniyaPeradeniya,Sri LankaTel :94 8 387542 / Fax :94 8 389026Email : sk@sci.pdn.ac.lk

THAILAND

Mrs. Shirley YoodeeThe Institute for the Promotion of Teaching Scienceand Technology (IPST)924,Sukhumvit Road,Klong ToeiBanghok 10110,ThailandTel :662 3813849/ Fax :662 3813849Email :syood@ipst.ac.th

Miss Tippawan SudpathomThe Institute for the Promotion of Teaching Scienceand Technology (IPST)924,Suhumvit Road,Klong ToeiBanghok 10110,ThailandTel :662 3813849/Fax :662 3813849Email : tsudp@ipst.ac.th

Mr. Niwatchai RatchaladeHorpra School (the primary & second School)Chieng Mai,ThailandTel :(053) 221419,416305Fax :(053) 217063

Mr. Udom SuriyadetHorpra School(The primary & second School)Chieng Mai,ThailandTel :(053) 221419,416305Fax :(053) 217063

UNITED STATES OF AMERICA

Mr. Jerome PineCaltech University 256-481200 E.California Blvd.Pasadena, CA 91125Tel:(1 626) 395 6677Fax:(1 626) 564 8709Email:jpmail@capsi.caltech.edu

Ms. Karen WorthEducation Development Center, Inc.58 Chapel STreetNewton,MA,USATel:(1 617) 969 7100Fax:(1 617) 630 8439Email: kworth@edc.org

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Dr. Leon Lederman, Co-Chair, CCBSResident ScholarIllinois Mathematics and Science Academy1500 West Sullivan RoadAurora,IL 60506,USATel :630-907-5911Fax :630-907-5913Email: lederman@fnal.gov

Ms.Lourdes MonteagudoTeachers Academy for Mathematics and Science3424 South State StreetChicago, IL 60616,USATel:1 312) 949 2420Fax :(1 312) 808 0103Email: Lmonteagudo@tams.iit.edu

Dr. Patricia MorseUniversity of WashingtonDepartment of ZoologyP.O. Box 351800Seattle,WA 98195,USATel:(1 206) 660 3925Fax :(1 206) 543 3041Email: mpmorse@u.washington.edu

Mr. Robert F.TinkerThe Concord Consortium37 Thoreau StreetConcord,MA 01742,USATel:(1 978) 371 3476Fax (1 978) 318 6963Email: bob@concord.org

Dr. Shirley Malcom(Committee Member), Co Chair, CCBSDirectorate for Education and Human Resources ProgramsAAAS 1333 H Street NWWashington DC 20005,USATel:(1 202) 326 6680Fax (1 202) 371 9849Email: smalcom@aaas.org

Ms.Wendy D.WhiteDirector, CIOPNational Academy of Sciences2101 Constitution Avenue, NW, NAS-246Washington D.C. 20418,USATel :202 334 2807 / Fax :202 334 2231Email : wwhite@nas.edu

VIETNAM

Mrs. Do Huong TraHanoi University of Education136 Xuan Tmuy RoadQuan MuaGaugnay, Hanoi,VietnamTel:(84 4) 836 1306Fax:(84 4) 768 1176

Mr. Ha Huy BangVietnam National University334 Nguyen TraiHanoi,VietnamTel : (84 4) 8584 069/Fax (84 4) 8583 061Email : hbang@phys-hu.ac.vn

Mr. Le Trong TuongHanoi University of Education136 Xuan Tmuy RoadQuan Mua,Gaugnay, HanoiVietnamTel :(84 4) 836 1912Fax (84 4) 768 1171Email : leminh@mail.hut.edu.vn

Mrs. Nguyen Thi Thanh HuongHanoi University of Education136 Xuan Tmuy RoadQuan MuaGaugnay, HanoiVietnamTel :(84 4) 8347 285Fax (84 4) 768 1171Email tomato@fpt.vn

Mr.Trinh Quoc ThaiMinistry of Education and TrainingVu Tieu Hoc, Bo Giao Duc Vao Dao Tao49,Dai Co VietHanoi,VietnamTel:(84 04) 8693 225Fax (84 04) 8693 243

ZIMBABWE

Dr. Isaiah Mgabeli SibandaResearch Council of ZimbabweP.O. Box CY 1464 Causeway HarareZimbabweTel :304 905Fax :302 288Email : isibanda@zimsec.co.zw

Dr. Richard A. HodziProgramme Specialist,Science EducationUNESCOP.O. Box 435 NewlandsZimbabweTel:(263 4) 776 775Fax (263 4) 776 055Email: hodzi@hre.unesco.co.zw

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