Stromatolites are the rocklike structures produced by "microbial mats"--communities of microorganisms only a few millimeters thick--as they trap, bind, or precipitate minerals. This article provides activities and assessment ideas to help teachers incorporate stromatolites in their classrooms. It relates the study of stromatolites to the…

This article describes beginner habits and misconceptions related to design practices. Once teachers are aware of these habits and misconceptions, they can more easily recognize them and work to remedy them through instruction. Presented herein are eight practice habits. Each item begins with the practice, describes a related design habit or…

Using scientific debate focuses students on the real-life applications and implications of science and increases their reasoning skills, presentation skills, and science content knowledge. In this article, the author defines an "argument" as a position based on evidence and a "debate" as a formal setting in which two teams…

Creating inquiry activities is inherently difficult. Asking meaningful questions requires both background knowledge on the part of the students and complexity on the part of the phenomena. Yet numerous strategies can help teachers conduct inquiry activities. In this article, the authors share a taxonomy of teaching strategies used to create…

This study was part of a doctoral dissertation, and reports science teaching practices, procedures, policies, and conditions in elementary public schools of the Central and Far West United States. Trends in teacher preparation and elementary school science practices over the last decade are reported. (JR)

Cites examples to show that helping students master fundamental science skills will lead to improved reading. Discusses the relationships between reading and science. (CP)

Believes that the development of a scientific vocabulary and scientific skills of inquiry and interpretation are basic skills to which all science students should be exposed. (CP)

Provides suggestions for conducting field trips at the local school site. Points of interest might include building materials, evidence of chemical/physical weathering, variations in soil type, changes in elevation on school ground, and others. Three simple field trips are described. (JN)

Dispels the notion that exciting and imaginative science is the result of packaged curriculum materials or teaching methods. Instead, the necessity to follow students' inclinations and desires rather than rigid study guides is advocated. (CP)

Cites educational research which reveals six stereotypes and relates these to science classes. Proposes teaching methods to motivate and increase relevance for students. (CP)

Discusses the causes and effects of conceptual errors inadvertently introduced and nurtured by scientists, teachers, and textbook writers. Cites ways to prevent the communication breakdowns that prevent the learning of science. (RT)

Describes four functions served by student attitudes (instrumental, ego-defensive, value expressive, and knowledge) and discusses various ways to foster positive attitudes including using principles of cognitive dissonance. Also discusses various types of attitude measures. (SK)

Describes a middle school science programs in which the administrative organization permits flexible scheduling, interdisciplinary team teaching, and individualized instruction. (JR)

Discusses various issues in science curriculum/instruction and proposes that the National Science Teachers Association assume the responsibility for establishing quality science instruction. Topics/Issues include, among others, competencies science teachers will need in the future, computer oriented programs, and interdisciplinary science…