Discusses learning modalities and learning styles in science education. Learning modalities characterize the way the brain takes in information (input) and restructures/expresses the information (output). Learning styles are ways that information is processed once it is obtained. Examples (including Kolb's "Learning-Style Inventory") are included.…

Discusses some of the benefits of having students work cooperatively toward a shared goal. Suggests that teachers become involved in research in this area and become associated with the National Science Teachers Association's Every Teacher a Researcher (ETR) program. Lists various types of research projects teachers could undertake. (TW)

Uses descriptive text, diagrams, and specific assignments to discuss the different learning modalities of students. Equipped with this knowledge and the power of instructional diversity, the joy of learning and teaching can be regained by simply transforming materials currently used in the classroom into materials that best fit a student's…

Describes a learning module designed to help students use the factor labeling method in problem solving. (ZWH)

Discusses briefly Piaget's views on intellectual development as related to science teaching. Describes intellectual activities observed in science classrooms and shows how specific science lessons can be designed to encourage cognitive development. (GA)

Describes a model that teaches a problem-solving process and provides students with the opportunity to practice, develop, and enhance their thinking skills. States that applying learning to real problems is needed to increase a student's thinking ability. Provides diagrams of the problem-solving cycle and levels of thinking. (RT)

Argues that student field trips should provide students with learning experiences rather than entertainment. Gives examples of science demonstrations that engage the student in the scientific process using hands-on experiences. (MDH)

Described is a way to modify the classroom environment so that females and minorities are more encouraged to participate in activities. The use of cooperative skills are emphasized such as active listening and checking for understanding. (KR)

Discusses the value of memorized factual material in science. Describes the use of mnemonic devices to facilitate memorization. Provides a list of 14 mnemonic devices commonly used in science other than ROY G. BIV, which is used to remember the colors of the visible spectrum. (CW)

Presents four stoichiometric problems and their solutions that use spot metal prices quoted from the newspaper to integrate economics and chemistry. (MDH)

Presents an assignment that involves forming student companies to determine and defend cost estimates for producing a silver Oscar statuette. Includes an assessment rubric for cooperative effort. (JRH)

Provides a brief history, the science behind the art, and instructions for use of stereograms. (ZWH)

Described is an earth science course in which students develop projects throughout the school year. Essential behavior goals, a description of projects for developing cooperative group skills, and a student evaluation form are included. (KR)

Describes several student-tested activities built around "Jurassic Park." The activities feature students engaged in role-playing scenarios, investigative research projects, journal writing and communications skills activities, cooperative learning groups, and learning experiences that make use of reading skills and mathematical knowledge. (PR)

Presented is a unified science and technology instructional model that emphasizes multidisciplinary learning through discovery and hands-on activities. Two courses, developed from this model, are described in terms of curriculum, teaching methods, scheduling, credit, limitations, enrollment, and promotion. (KR)