The objective of this study was to identify the relationship between the type and quality of science teaching strategy and student engagement. Teachers and their students in middle and high schools were observed on ten occasions. A total of 60 observations were made of all teachers and ten of each of their students. During each observation period, the type and quality of implementation of teaching strategy was identified and student engagement was rated. Data collected were examined by regression analyses. The results indicated that the type and quality of implementation of teaching strategies did significantly and positively relate to student engagement. Analyzed individually, the type of teaching strategy predicted 12 per cent of the variance in engagement, while the quality of teaching strategy predicted 35 per cent. Overall, the type and quality of teaching strategy predicted 37 per cent of the variance in engagement. The data also showed that the more indirect the teaching strategy, the greater the students' involvement in learning tasks.

The purpose of this study was to enhance the teaching and learning of matter and its properties for grade 6 students. The development of a conceptual change approach instructional unit was undertaken for this purpose. Pre-and post-concept surveys, classroom observations, and student and teacher interviews were used to collect data. The teaching activities not only challenged and encouraged students' conceptual change but also indicated that teachers needed to develop their content knowledge and teaching strategies. The participants developed more scientific conceptions and were able to apply these in appropriate contexts. This study illustrates how a conceptual change approach can be accomplished in the Thai context.