Graphic interpretation is as critical in physics education as problem-solving. However, we know that today's classes focus more on problem-solving. This study uses a survey to determine college students' graphic interpretation skills. The study consists of two phases. The first phase includes the development and statistical analysis of the survey.…

This is a companion to our previous paper in which we give a published example, based primarily on Perry's work, of a graph of ln "y" versus "t" when "y" is an exponential function of "t". This work led us to the idea that Lord Kelvin's (William Thomson's) estimate of the Earth's age was…

The pervasive use of visual representations in textbooks, curricula, and assessments underscores their importance in K-12 science education. For example, visual representations figure prominently in the recent publication of the Next Generation Science Standards (NGSS Lead States in Next generation science standards: for states, by states.…

A "Framework for K-12 Science Education" identified eight practices as "essential elements of the K-12 science and engineering curriculum" (NRC 2012, p. 49). Most of the practices, such as Developing and Using Models, Planning and Carrying Out Investigations, and Analyzing and Interpreting Data, are well known among science…

In a previous article in this journal (Vol. 17, p358, 1979), a wet-bulb depression table was recommended for two simple experiments to determine relative humidity. However, the use of a graph is suggested because it gives the relative humidity directly from the wet and dry bulb readings. (JN)

Presented is a science activity which explains the discrepancies found between summer and winter solstice sunrise and sunset times. Used is a mathematical equation which takes into account the earth's changing speed and the tilt of the earth. (KR)

This book is a revised edition of one of the products of a project, "Teaching Mathematics and Science Concepts, K-6, funded by the New York State Education Department. The project was a collaborative effort by mathematics and science education faculty at the State University of New York at Albany and representatives of eight school districts in…

This science curriculum was written for teachers of children in junior high or middle school. It contains science activities for the following lessons: (1) Anemometers and Wind Speed; (2) Up! Up! and Away; (3) Jet Lag--Time Zones; (4) Inventors; (5) Model Rocketry; (6) Geometry and Kites; and (7) Super Savers. In lesson one, students construct an…

Information on the content of the intended science curriculum, what science was actually taught by the teachers, and how that science was taught is presented. Student achievement and attitudes were assessed using tests and questionnaires. Data were obtained from teachers regarding whether the content had been taught to the students (n=657) who…