Dyslexia is a specific learning disability, which affects reading in as many as one in five people. Many children go without proper interventions because of ineffective teaching strategies, and common myths associated with this disability. The purpose of this study was to test how deeply ingrained some myths might be, and decipher where educators…

Assesses the subject-matter competence in physics of inservice junior secondary science teachers in Hong Kong. Concludes that teachers lack subject-area knowledge. Discusses general implications for educational improvement. Contains 41 references. (DDR)

Argues that some common student misconceptions are perpetuated by teachers, textbooks, and rote-learning methods and that strategies to challenge and change these misconceptions are needed. Focuses on misconceptions related to the eye and how it works. (DDR)

The teacher as a "sage on the stage" is being eclipsed by the learning facilitator, or "guide on the side." While there is room for constructivist methodologies, the rage against expertise and repetitive or rote learning practices is misguided. Students deserve a chance to learn from real experts. (MLH)

Discusses a study that revealed that science teachers, like their students, are capable of handling positive experimental results but fail to evaluate negative results appropriately. Describes a teaching strategy designed to help teachers develop an understanding of the concept of negative results and to apply the idea to different contexts.…

Presents an attempt to improve teaching and learning strategies for science as addressed by prospective teachers. Discovers that prospective teachers share a number of misconceptions with students. Contains 19 references. (DDR)

Describes the results of a survey designed to ascertain details of student teachers' knowledge and misconceptions about the greenhouse effect, acid rain, and ozone layer depletion. Results indicate familiarity with the issues but little understanding of the concepts involved and many commonly held misconceptions. (JRH)

Investigates how scientists, from both a practical and epistemological perspective, communicated the nature and relevance of their research to classroom teachers. Determines the congruence and/or dissimilarity in how scientists described their research to teachers and how they viewed their research epistemologically. Concludes that scientists from…

Describes the professional development framework utilized in the Integrating Laboratory Instruction and Assessment (INLAB) project directed at changing teacher practice. The framework is based upon the establishment of an intellectual community of learners. (DDR)

This paper reviews the research on mathematics teacher education and mathematics education reform to provide a possible foundation for educating mathematics teachers in rural Appalachia. The paper takes the position that teacher change has certain characteristics and impediments that are not limited to any particular circumstance. Research on…

Summarizes a complex study of a science-teacher-education program whose goal was to graduate teachers who held conceptual change conceptions of teaching science and were disposed to put hem into practice. Concludes that there are influences on prospective teachers from their content coursework that have significant implications for how they view…

Introduces an issue that details a complex study of a science-teacher-education program whose goal was to graduate teachers who held conceptual change conceptions of teaching science and were disposed to put them into practice. Presents a conceptual framework for science-teacher education, and describes the context and major questions of the…

Suggests that the curricular fit of climate change is best in Earth systems-oriented classrooms. Discusses the opposition to human-mediated climate change as a curriculum topic. (Contains 32 references.) (DDR)

This book reports on the findings of a 3-year research project, Learning in Science, carried out in New Zealand. It documents the teacher development process for a group of science teachers as they used new teaching activities to take into account students' thinking, constructivist views of learning, and alternative conceptions. The professional…

Identifies and describes misconceptions held by preservice elementary teachers about the greenhouse effect, atmospheric ozone, and acid precipitation. (Contains 28 references.) (DDR)