Asserts that total restructuring of biochemistry courses and methods used for evaluation of student performance are necessary. Evaluation should have a constructive influence by integrating it with other activities. The conduct of the course should be based upon the same objectives that are uses for evaluation. Evaluation should be done by…

Explains the recent proposal of the National Curriculum for Science "Keeping School Science in Step with the Changing World of the 21st Century". Focuses on scientific literacy, assessment, and curriculum models. (YDS)

A brief examination of the Chinese National University Entrance Examination (NUEE) and the unusual influence it has on physics teaching in China. An assessment is made of the problems the NUEE has created for teaching secondary school physics, and the trends of the reform of the Chinese NUEE. (AIM)

Describes the importance of consistency in goals, curriculum frameworks, assessment policies, and teaching practices to achieve the scientific literacy required in the Standards. First published in 1995. (YDS)

Discusses what a portfolio is, how to construct a portfolio, and how it can be used in the science curriculum. (ZWH)

Focuses on how to motivate students to learn science and provides a chart of 11 reasons for student motivation. (Contains 13 references.) (YDS)

The Learning Environmental Inventory is promoted as a tool that has been used extensively to ascertain differences in class environment and how student environment perceptions relate to achievement and attitude. It's felt that teachers can improve their classrooms through careful use of the instrument and application of knowledge gained. (MP)

Introduces a website that is used to present information, text, and images about science teaching dating from 1901 to the present. Topics include the subject teaching associations; the science classroom; science teachers; the science curriculum; pupils' work in science lessons; and science teaching, learning, and assessment. Describes the benefits…

Presented in this continuing plan for education are listings of competencies that students enrolled in the public elementary and secondary schools of Mississippi are expected to achieve by the time a particular grade level or subject area in the field of science is completed. Included are the needs assessment, goals and priorities, objectives, and…

Describes a college course that provides a challenging learning experience in science based upon famous experiments and observations dating from the time of Aristotle to the present day. Presents information concerning (1) the course organization, structure, laboratory development, and expectations; (2) course content by quarter; (3) evaluation of…

Describes the author's methods to establish what students enrolled in an introductory biology course for nonmajors know about biology prior to instruction. The project also compared preinstructional knowledge to postinstructional knowledge. Beginning students knew the least about plant transport/chemical control and cellular metabolism. Students…

Explains how science teachers can help meet the needs of their culturally diverse student populations. The basic premises of multicultural science classrooms are: all students can learn science; every student is worthwhile to have in the science classroom; and cultural diversity is appreciated because it enhances rather than detracts from the…

Presents a technique used in a biochemistry course in which students present a poster session at the end of the course. Results indicate that students exhibit enthusiasm for their topic and that this technique can be used as an alternative assessment method. (DDR)

This document tackles issues in science education through the perspective of classroom practitioners and the philosophy of constructivism to attempt to provide a reasonable, positive rationale and description of current science education reform. Case studies are presented to provide an account of the ways that some primary classrooms function and…

The purpose of this booklet is to discuss how the curriculum is changing and what assessment methods are needed to monitor and measure the performance of students in the restructured science curriculum. Sections in this booklet include: (1) The need for alternate assessment, (2) Performance assessment, (3) Observation and questioning, (4)…