Students around the world demonstrate a limited conceptual understanding of sexual reproduction. A lack of understanding of how the human reproductive system works has been linked with risks such as sexually transmitted diseases and unintended pregnancies. Our focus in this paper is to explore the level of knowledge of reproductive physiology and anatomy among postgraduate students of educational sciences. Administering a questionnaire to 65 educational sciences postgraduate students we traced (a) the level of their knowledge concerning the organs of the male/female reproductive system before and after they were shown pictures of internal/external genitalia and (b) the level of their knowledge concerning the organs where the production of sperm/egg cells and the fertilisation happen. About two-thirds of the students failed to name prostate and external female genitals such as the clitoris and labia, even after detailed pictures were provided to them. Moreover, about one out of five of students appeared to believe that egg cells are produced in the uterus, which – according to the majority of the students asked – seems also to be the organ where the fertilisation occurs. Relevant literature and possible implications are discussed.

Although several studies investigate the ideas of students and teachers about Nature of Science (NOS) in elementary and secondary education, research on NOS understanding of young children and early years teachers (in- and pre-service) is rather limited. However, an insufficient NOS understanding of the latter may affect their instructional choices and their students’ NOS understanding. Moreover, including NOS in early years education may contribute to forming the basis for comprehending scientific concepts, acquiring scientific skills, and shaping positive attitudes towards science. Considering the above, we investigated the understanding of pre-service early years teachers about specific aspects of NOS. We administered a questionnaire with closed-ended and open-ended items to 97 pre-service early years teachers in order to trace their understanding of specific NOS aspects such as the role of creativity and imagination in science, the provisional nature of scientific knowledge, the integration of science within socio-cultural contexts, and the distinction between observation and inference in science. According to our findings, the participants expressed a rather insufficient understanding of NOS, giving few informed answers. Concerning different aspects, the aspect of creativity in science was found to be the most challenging for them. On the contrary, the aspect of the provisional nature of scientific knowledge was found to be the most comprehensible. Relevant implications for research, policy and practice are discussed.

A thorough understanding of microorganisms is considered essential in order for students to understand their importance in biological systems and increasing use in industry and technology. However, research shows that the majority of students conceptualize them solely as dangerous and harmful. It has been argued that education should emphasize the importance that microorganisms have in human lives; a conceptual change to the representation of microorganisms that integrates their diversity and beneficial contributions seems an essential goal for science education. Considering the fact that science textbooks determine largely what is learned about science in the classroom, we explored Greek science textbooks in regard to the representation of microorganisms. Eight textbooks currently in use were investigated. Paragraphs mentioning microbes or microorganisms (187) were coded by both authors in mutually exclusive categories with satisfactory inter-rater agreement. Analysis of results shows that (a) in most cases microorganisms are mentioned in relation to health, and (b) the instances where microorganisms are presented in negative ways (i.e. as pathogens for humans and other organisms) are more than the instances where microorganisms are presented in positive ways (i.e. as part of the human microbiome or having a role in beneficial applications and procedures). Relevant literature and possible implications are discussed.