The proposals included in this theme issue address the possible forms of empirical referent and the role of practical activities in science education learning. Another point study is the appropriation of the experimental approach by the students.

The question of evaluation is particularly present and lively in educational systems. Yet, paradoxically, it does not appear to be a subject of primary importance in science and technology education research. This issue of RDST attempts to take stock of what this research has to say on this subject.

The recent shifting of industrial capitalism in western societies has blurred the definition of work itself and its place in society.