include constructivist framework studies in teaching, learning and teaching development with special focus on preservice and inservice, curriculum assessment, science education; particularly in physics and engineering. Curriculum In January 1975, Gunstone co-authored with G. W. Beeson an article about the role of teachers in curriculum decisions. In this article Beeson and Gunstone discuss the science curriculum decisions in schools in Victoria and the effects of school curriculum autonomy present at that time in Victoria in Grades 7 to 10. Their research explores the extent and the type of the curriculum decision making the teachers do in schools that have no eternally prescribed courses. Evidence of weak decision making was recorded however, the teachers were found to be more involved in the decision making. In 2007, Gunstone co-authored with Dorothy V. Smith an article titled Science Curriculum in the Market Liberal Society of the Twenty-first Century: 'Re-visioning' the Idea of Science for All. Smith and Gunstone discuss three international movements in science education and their influence on the science curriculum. They presented arguments for a 'Science for All' curriculum. Physics education Gunstone's research on Physics education began in the late 1970s. He researched in 1978 about the role of language and discussion in the learning of physics along with the present concerns about the role and comprehension of language in science, and related it to the learning and the concepts of physics in secondary schools. With colleagues he has proposed learning and teaching strategies for the study of physics, including 'Predict-Observe-Explain' that is now widely used in teaching and research. In 1981, in the article about the impact of physics instruction on the cognitive structure and performance, Gunstone used a modified word-association technique and Venn diagrams to show that different teaching approaches resulted in different structures of ideas in memory and performance differences for conceptual problems and applying the learned knowledge to new situations. In a publication about the perception of students regarding the learning and teaching experience of first year university physics, Gunstone and his colleagues study the transition in the study of physics from school to university. This research focuses on physics students' perceptions about the content and the teaching methodology of physics in the first year of university. Teaching and teacher education Teaching methodology and procedures have been a central research area of Gunstone since the late 1980s. In an article in 1999 about effective teaching methods to