Discusses a model that describes how knowledge is obtained in environmental microbiology. Suggests that constraints on knowledge will yield to relationships between methodological innovations and their iterative application. Contains 132 references. (DDR)

Examines the purpose of scientific teaching, proposes a model for an interdisciplinary approach that can be applied in teaching and in real life, and provides guidelines that can be used in teaching as well as in concrete situations. Contains 46 references. (DDR)

This paper explores the nature and structure of scientific models by taking the position that representations are not models themselves. Representations of models are essential tools for communicating and conversing about the scientific models underlying them. A scientific model is considered to be a set of ideas that describe a natural process. A…

Analyzes the problem students have in learning the Theory of Relativity. Points out that the results of the study are ambiguous and intriguing. Describes the publication of Lorentz's Transformation Equations, the presentation of two postulates by Einstein, and the rejection of the Electron Theory and the final acceptance of the Theory of…

Traces the evolution of physics teaching and research in Bucharest and Jassy, the two most important Romanian intellectual centers. Reports on three stages of historical development and selected biographies of Romanian scientists are included. (DDR)

Supports the validity of drawing from science studies to reshape science education. Encourages educators to draw from methodologies used in science studies to further their goals in education research and classroom teaching. Contains 53 references. (DDR)

Outlines and defends claims about the metaphysical nature of the theory of Democritus; the modified theories of Gassendi, Boyle, and Newton; and the chemical atomic theory of John Dalton. (DDR)

Argues that discussing theories, including their origin, development and replacement by other theories, can help students understand both the objective and subjective aspects of the scientific process. (DDR)

Argues that Albert Einstein preceded Karl Popper in formulating the fundamental premises of hypothetism. Presents the original text and ideas from an article published by Einstein in 1919. (DDR)

Analyzes and explores questions about the dialogic nature of beliefs and students' belief talk about the nature of science and scientific knowledge. Argues that students' discourse is better understood as a textual bricolage sensitive to conversational context. Contains 26 references. (DDR)

Describes the first moon-radar echo experiment conducted by Zoltan Bay in Hungary and comments on Bay as a model for contemporary physics education. (DDR)

Addresses two research questions pertaining to the search for students' potential alternate conceptions within the history of science and the possibility of helping students overcome these misconceptions through historical experiments. Contains 19 references. (DDR)

Students (n=45) in an introductory course in hydrology used a Vee map to guide their laboratory investigation. The Vee mapping technique was utilized by groups of students working together during the investigation and was graded with a scoring rubric developed by the instructor. At the end of the investigation, students completed a survey…

Sheds light on views held by those who enjoy a certain degree of institutional legitimacy for talking about science either as practitioners in the field of science or as guidance counselors working with students interested in having science-related careers. Contains 60 references. (DDR)

This paper reports on the analysis of concept maps of the nature of science constructed by preservice secondary science teachers during a semester-long reflective process. During the 16-week fall semester of 1996, 17 students were enrolled in a 5-credit course. After analyzing all students' concept maps, students were classified as either good…