The current research is to give an example to the inquiry-based science teaching implementations for facilitating knowledge acquisition and retention in a short period of time. Thus, the aim of the research is to transfer of acquired knowledge into different situations using sequential inquiry activities, which have challenging questions for…

In a large-scale longitudinal study, 11-year-old schoolchildren were given a control-of-variables task, and their scores in this were related to their progress in learning about science at school over the next 3 years. The aim of the control-of-variables task was to measure children's understanding that in a properly controlled scientific…

In this paper, we engage in a thought experiment about how students might notate their reasoning for composing fractions multiplicatively (taking a fraction of a fraction and determining its size in relation to the whole). In the thought experiment we differentiate between two levels of a fraction composition scheme, which have been identified in…

This paper reports an interpretive study that sought students' views about the role that practical work plays in their school science lessons. Twenty-nine students aged between 13 and 16 years were selected from three secondary schools in England. Data were collected from initial lesson observations and in-depth interviews in order to explore…

Since the formation of atomic bonds is active, the authors sought a way of learning through drama or kinetic activity. To achieve this goal, they developed an activity called Romance of the Atoms. The activity requires students to use computer-animation technology to develop short cartoons that explain atomic classification and bonds. This…

The purpose of this study was to explore the effects of aesthetic science activities on improving elementary school at-risk families' children's positive thinking, attitudes toward science, and decreasing their anxiety about learning science. Thirty-six 4th-grade children from at-risk families volunteered to participate in a 12-week intervention…

Two separate writing-to-learn activities in which students wrote to authentic audiences outside of the instructor were used in a college integrated science course, Science of Water. For the first task, students were asked to write to fourth-grade students, and for the second, students were asked to write to their academic advisor. An overview of…

Reform based curriculum offer a promising avenue to support greater student achievement in science. Yet teachers frequently adapt innovative curriculum when they use them in their own classrooms. In this study, we examine how 19 teachers adapted an inquiry-oriented middle school science curriculum. Specifically, we investigate how teachers'…

This research reports on a study of curriculum materials development and use compared with the use of existing curriculum materials in an elementary classroom. The research explored the effect of explicit attention to epistemic practices in curriculum materials and the enactment of those materials. Epistemic practices include asking questions,…

Describes four different styles of working exhibited by four different children as they worked with water flow. Each of the four children's approaches varied substantially, but each learned in his own way about water flow. The author believes that each child should be encouraged to follow his own style of learning. (BR)

This paper describes a Web site containing activities for chemistry that aid student learning. Used as an adjunct to the normal classroom and laboratory sessions, instructional goals of the Web site were to provide guidance and encourage regular and timely study. Initially learners were able to review the weekly objectives, see short explanations…

Discusses how drama can play a vital role in the science classroom. Guidelines and criteria for the evaluation of the use of drama in science teaching are also presented. (HM)

Discusses how biology teachers can design or adapt existing laboratory and field experiences to promote reflective thinking and self-regulation of students. (HM)

Suggests using food as a resource for the discovery and experimental methods of learning with preschoolers. (BR)