Describes a hands-on activity that helps students to better transfer the abstract concept of atoms into a concrete understanding of atomic structure. (ZWH)

Provides a brief overview of the constructivist learning model and characterizes the science classroom where the constructivist model can best be used. (ZWH)

Asserts that science is poetry that is intended for all students to understand. Presents text and a teaching model, The Why How Tree, to aid in helping all students to better understand how the world works. Emphasis is placed on the dependent relationship that the disciplines share. (ZWH)

Discusses the positive and negative aspects of outcome-based education. Also included in the discussion are recommendations for the successful implementation of outcome-based education. (ZWH)

Presents three activities that uses three dimensional models to help teach geologic concepts such as geologic land forms and rock strata. (ZWH)

Suggests that an event-based science curriculum can provide the framework for deciding what to retain in an overloaded science curriculum. Provides examples of current events and the science concepts explored related to the event. (MDH)

Presents several instructional techniques. Discusses cueing, set, continuous reinforcement, and using positive feedback. Considers the learning styles of students and the type of classroom that is conductive to learning. Provides examples. (MVL)