Examines the purpose of scientific teaching, proposes a model for an interdisciplinary approach that can be applied in teaching and in real life, and provides guidelines that can be used in teaching as well as in concrete situations. Contains 46 references. (DDR)

Explores the current images that students have of scientists, student perceptions of science study in school, and student awareness of their use of science outside of school. Fifth grade students (N=117) were the subjects of this study that asked students to sketch scientists and school science. (DDR)

Compares the ideas of young people about Newton's third law, focusing on youth of today and youth of the 17th and 18th centuries. Examines the use of Newton's third law in understanding impact phenomena in the 17th and 18th centuries. Contains 46 references. (DDR)

Analyzes the problem students have in learning the Theory of Relativity. Points out that the results of the study are ambiguous and intriguing. Describes the publication of Lorentz's Transformation Equations, the presentation of two postulates by Einstein, and the rejection of the Electron Theory and the final acceptance of the Theory of…

Traces the evolution of physics teaching and research in Bucharest and Jassy, the two most important Romanian intellectual centers. Reports on three stages of historical development and selected biographies of Romanian scientists are included. (DDR)

Supports the validity of drawing from science studies to reshape science education. Encourages educators to draw from methodologies used in science studies to further their goals in education research and classroom teaching. Contains 53 references. (DDR)

Reports a study that tracks the changes in children's ideas about science and scientific concepts through the use of interviews and questionnaires. Students respond to seven questions about science learning, scientists, and their future relationship to science. (DDR)

Outlines and defends claims about the metaphysical nature of the theory of Democritus; the modified theories of Gassendi, Boyle, and Newton; and the chemical atomic theory of John Dalton. (DDR)

Argues that Albert Einstein preceded Karl Popper in formulating the fundamental premises of hypothetism. Presents the original text and ideas from an article published by Einstein in 1919. (DDR)

Analyzes and explores questions about the dialogic nature of beliefs and students' belief talk about the nature of science and scientific knowledge. Argues that students' discourse is better understood as a textual bricolage sensitive to conversational context. Contains 26 references. (DDR)

Argues that the framework of sociologists extends commonly used analytical frameworks in socioscientific research in education. Foregrounds the social construction of knowledge and highlights the nature of knowledge production. (DDR)

Describes the first moon-radar echo experiment conducted by Zoltan Bay in Hungary and comments on Bay as a model for contemporary physics education. (DDR)

Presents stories that illustrate how children learned lessons about the nature of science. These lessons include such ideas as observing closely and keep records, accessing resources, and collaborating with each other. Describes the use of a classroom bird station and nature walks in accomplishing the goals. (DDR)

Sheds light on views held by those who enjoy a certain degree of institutional legitimacy for talking about science either as practitioners in the field of science or as guidance counselors working with students interested in having science-related careers. Contains 60 references. (DDR)