Considers (1) the intellectual development of a young child as described by J. Piaget, (2) the nature of science and realistic goals of science experiences, (3) curriculum suggestions, and (4) strategies for use of curricular materials with the young, gifted child. (FL)

Discusses the standards regarding evolution in grades K-12. Lists standards created by some states in response to creationist pressures to obscure or eliminate evolution from their standards. Presents another list of criteria about teaching evolution. (ASK)

Traces the efforts of Searching for Extraterrestrial Technological Intelligence (SETI) since 1960 when a radio-telescope was used to see if any messages were being sent from the vicinity of two nearby stars. Describes attempts to detect microwave/optical signals and technological modification of the cosmic environment. (Author/KHR)

Reports on over 600 research studies which compare learning in cooperative, competitive, and individualistic goal structures have been collected at the Cooperative Learning Center at the University of Minnesota. From these studies it has been concluded that having students work together is much more powerful than having students work alone,…

Argues that the nature of science texts adopted in most schools is unscientific, static, linear, and nonparticipatory and offers children no connections between forms and forces, between observers and observed. Claims that through storytelling scientific knowledge can be kept alive for children. (NH)

Argues that if students are expected to understand and play the game of science, they need to know something about its character and guidelines. Elaborates some important ideas for helping students better understand the nature of science. Notes that students can learn about the assumptions, processes, and outcomes of science without abandoning…

Students' needs and research on learning should inform teaching practices. Makes suggestions for improving instruction such as using students as ombudspersons to provide feedback on class concerns, focusing on process skills, and incorporating problem-based learning into the curriculum. Also includes examples of successful programs and summaries…

Discusses constructivism as philosophy, as learning theory, and applied to the science classroom. Discusses six major recommendations and strategies for science teaching that involve trying to help students change their beliefs to be more in line with those held by the scientific community. Notes activities science teachers can use to make their…

Notes the continued lack of success and participation by minority students and white females in science. Discusses creating equitable contexts for learning. Looks at teacher training, gender and ethnicity, and experience working with diverse populations as factors in teacher effectiveness. Argues that debates are needed regarding incorporating…

Argues that children develop knowledge in layers, increasing those layers each time the topic is covered. Reviews three sets of materials that provide a background of experience, vocabulary, and text structure for use in science instruction. (FL)

This paper provides a brief review of research on concept mapping in biology at the college level that has addressed the issues of "conceptual transparency" and "learner friendliness." For many college students, biology is "conceptually opaque." Students may memorize the characteristics of a plant, but find it difficult to identify that plant in…

This information sheet: (1) lists and describes basic science process skills (observing, inferring, measuring, communicating, classifying, and predicting); (2) lists and describes integrated science process skills (controlling variables, defining operationally, formulating hypotheses, interpreting data, experimenting, and formulating models); and…

Examines conceptual change research to develop an instructional framework for science educators consonant with research on special education populations. Delineates a taxonomy of knowledge structures (classification, structure, process/mechanism, and concept/theory frames) derived from research that may be used to guide teaching strategy…

Discusses the use of direct demonstration of the connections among the science process skills and the content areas of science. (MKR)

Review of literature concerning problem solving in genetics and Piagetian stage theory. Authors conclude the research suggests that formal-operational thought is not strictly required for the solution of the majority of classical genetics problems; however, some genetic concepts are difficult for concrete operational students to understand.…