The Teacher Academy in the Natural Sciences (TANS) provided middle school (U.S. Grades 6-8) teachers (N = 81) with intensive professional development (PD) in chemistry, geosciences, and physics, with teachers enrolled in one scientific discipline per year. Because some teachers were retained and rotated into different disciplines, the TANS program…

The purpose of this descriptive study was to examine teacher instructional dilemmas and opportunities that emerged when students worked with interactive computer-based simulation models during the High-Adventure Science (HAS) project. The intervention included the HAS digital curriculum, designed for grades 7-12. Each curricular unit was framed to…

This study investigated sixth-grade middle-level students' geometric spatial development by gender and race within and between control and experimental groups at two middle schools as they participated in an Earth/Space unit. The control group utilized a regular Earth/Space curriculum and the experimental group used a National Aeronautics and…

William Buckland (1784-1846) first identified and scientifically studied coprolites in the early 1820s. Although some of his contemporaries did not look favorably upon him or his research, Buckland's early experiments advanced paleoecology and taphonomy. Because our informal presentations with coprolites resulted in students' spirited reactions,…

This research is concerned with preservice teacher understanding of six earth and space science concepts that are often taught in elementary school: the reason for seasons, phases of the moon, why the wind blows, the rock cycle, soil formation, and earthquakes. Specifically, this study examines the effect of readings, hands-on learning stations,…

The author uses the Bible as a reference for earth science. Continental drift and tectonics are two of the geological phenomena discussed from a biblical perspective. (MK)

Investigates the effects of cooperative learning instruction versus traditional teaching methods on ninth-grade students' (n=770) earth-science achievement in secondary schools. No significant differences were found between the experimental groups and the control groups on overall achievement, knowledge-level, and comprehension-level test items,…

Sixth grade boys and girls were compared with respect to their attitudes toward science and to their science achievement; results showed that boys attained a significantly higher attitude rating but that there were no significant differences in achievement of boys and girls. (DT)

Describes the method for verifying the accuracy of the shadow-stick method of determining east-west line with the shadow of sun. Description is also included for determining South by using a watch-shadow method. (Author/PS)

New York Regents Examinations during the period, 1952-1970, showed few changes in composition or emphasis. (Author/CP)