This qualitative study analyzed grade 12 biology students' answers to written extended-response questions that describe hypothetical scenarios of animals' evolution. We investigated whether these type of questions are suitable for students (n = 24) to express a meaningful understanding of evolutionary theory. Meaningful understanding is comprised…

The purpose of this qualitative study was to identify and explain the origins of physics and chemistry teacher candidates' beliefs about teaching about ethics through socioscientific issues (SSI). This study utilized a series of in-depth interviews, while the participants (n = 12) were enrolled in a 9-month teacher education program at an urban…

Reports a qualitative analysis of classroom discourse in which use of questions by science teachers is assessed in terms of arguments to establish scientific knowledge claims. Questions are analyzed not for form/frequency but for their function in developing arguments that establish claims rationally. (Author/JN)

Investigated attitudes and learning of students (N=816) in 31 museum tours. Concluded that students (grades 5-7) had greater cognitive learning when participating in structured tours (led by museum docent). However, more positive attitudes were found when students participated in less structured tours lead by their classroom teacher. (JN)

Presents an action-oriented research account of higher-order cognitive skills (HOCS)-oriented teaching of organic chemistry to freshman and sophomore science majors in small and large classes at a relatively small and large university respectively. Finds that inquiry-oriented class discussions, students' active involvement in the learning process,…

Describes a study designed to explore sources of influence on the judgements made by science teachers related to school characteristics, classroom features, and properties of a science curriculum. Results suggest that teachers' judgments center around concern for student ability and interest, teaching methods, and school spirit and morale. (TW)