The purpose of the study was to explore students' conceptual frameworks of models of atomic structure and periodic variations, chemical bonding, and molecular shape and polarity, and how these conceptual frameworks influence their quality of explanations and ability to shift among chemical representations. This study employed a purposeful sampling…

This study employed a case-study approach to reveal how an ability to think with mental models contributes to differences in students' understanding of molecular geometry and polarity. We were interested in characterizing features and levels of sophistication regarding first-year university chemistry learners' mental modeling behaviors while the…

Ways to follow-up science activities based on picture storybooks are discussed. The term "literature web" is used to name the method detailed for integrating science with fiction books. The web is seen as a resource guide for future use that helps resolve time dilemmas for science instruction. (MP)

Discusses how college science faculty members can play a leading role in relieving student science anxiety. Emphasis on the role of University College (University of Maine at Orono) mathematics/science laboratories which allow students to "drop in" for assistance with specific skills. (JN)

Described is the use of ordinary ceramic magnets to replace the more expensive bar magnets commonly used. Suggestions for 11 task cards to help introduce children to the uses and principles of magnetism are provided. (CW)

Three definitions of "back-to-the-basics" are given and discussed. The idea that science provides opportunities to practice the most "skill-thinking" is also discussed. (MK)

The "National Science Education Standards" provide a vision and standard of science instruction that includes not only the factual, content-rich history of science but also an understanding of the processes and skills necessary to "do" science. Moreover, the "Standards" provide the framework for science instruction that embodies the use of…

Discusses the findings of a study designed to determine the frequency with which elementary teachers (n=21) taught science over a four week period, and which teaching strategies they utilized during that time frame one year after extensive inservice training. Results revealed that 61% of the responding teachers taught science 16 or more times over…

Describes a survey which was designed to obtain information on acid rain education. Reviews results pertaining to instructional time, instructional topics, use of labs from a common resource guide, and preference of materials related to acid rain education. (ML)

Describes problem-solving activities in the Unified Sciences and Mathematics for Elementary Schools (USMES) and Elementary Science Study (ESS) programs. Indicates that these curricula serve as excellent sources of activities to develop and improve their students' problem-solving skills. (Author/JN)

The purpose of this study was to determine the frequency with which elementary teachers taught science over a four-week period, and which teaching strategies they utilized during that time frame one year after extensive inservice training. Results show 61.5% taught science 16 or more times over the 4 weeks. (LZ)

This article presents data on Big Eight faculty involved with elementary science methods courses regarding their, rank, training, precollege teaching experience, college teaching experience, course load per year, publications, NSTA convention attendance, inservice presentations, and content of their methods courses. Concludes that these professors…

Presents two activities on acid rain for students in intermediate grades. Materials needed and procedures used are included. Also describes "chemical magic" shows performed by high school students for sixth-grade students in seven elementary schools in Altus, Oklahoma. (JN)

Presents an integrated math/science activity in which families work together at an activity station and design and make a track for a marble to travel down using rules attached to a board. (MKR)

Investigates differences in perceived inservice needs of veteran and nonveteran biology teachers as recommended by the National Research Council. Veteran and nonveteran teachers chose differing subjects for which mastery courses should be taught. Nonveteran teachers perceived a greater need for science teaching-methods courses. (LZ)