In a world like today, man's very survival depends on his need and quest for Knowledge. Education is the vehicle to drive for this knowledge; Learning is the fuel that powers that vehicle's engine, which is Teaching. Engine and fuel components must be in good condition for a smooth operation of the vehicle. Our educational system has a malfunction in either or both of those components. As proof, President Obama cited a 50% High School drop out rate, when he recently proposed needed educational reform. Ineffective teaching or inadequate learning or both result in poor testing ability, which delays our journey to good education. Phil Labbe, from his school years and afterwards, discovered that learning from classroom only returned lower than expected test performance. Loving to learn, he realized that self-motivation, desire to learn on his own, plus classroom teaching, improved his learning potential and test results. He proved it to himself and to others. How and how much you learn make a difference. By taking an active part in his learning, the student/learner becomes selftutored; therefore, enters TUTOR YOURSELF. This book demonstrates that when students make a covenant with themselves to reach a definite goal, and condition themselves to follow strategies to enhance learning, they succeed with good test performances, higher grades, graduation and a good job. Unless we develop our innate skills for learning, it is very difficult to improve our lot. In this context, Phil Labbe developed and completed the method HOW TO PASS ALL TESTS. Tests are very important. While there is no known panacea against failing, the approach in this book shows that Active Learning does lead to more successful test passing. This book could give students a leg up in their "Race to the Top"(Reform campaign just launched by Education Dept.). It is a race that so vitally needs to be won.

This volume of the World of Science Education gathers contributions from Latin American science education researchers covering a variety of topics that will be of interest to educators and researchers all around the world. The volume provides an overview of research in Latin America, and most of the chapters report findings from studies seldom available for Anglophone readers. They bring new perspectives, thus, to topics such as science teaching and learning; discourse analysis and argumentation in science education; history, philosophy and sociology of science in science teaching; and science education in non-formal settings. As the Latin American academic communities devoted to science education have been thriving for the last four decades, the volume brings an opportunity for researchers from other regions to get acquainted with the developments of their educational research. This will bring contributions to scholarly production in science education as well as to teacher education and teaching proposals to be implemented in the classroom.