Replies are given to students' complaints about their physics textbook, "PHYSICS, Principles and Problems" (Merrill, Bell & Howell). Indicates wrong answers to some of the problems in the book. Discusses several topics identified by the students. (YP)

Discusses the design of introductory physics course for elementary education majors and nonscience majors. Describes the learning cycle used for constructing hands-on activities. Provides an example of a week's activity on energy. Presents an evaluation of the course based on examinations and the teacher's impressions. (YP)

Examines 11 elementary science texts in terms of conceptual structure and reasoning demands using concept maps. Reports that (1) the conceptual structures vary widely across texts; (2) most of the structures are well defined; and (3) the reasoning demands are above the developmental capabilities of most of primary-level children. (Author/YP)

This study examines the extent to which some students comprehend four integrated science textbooks and the relationships among their grade level, gender, school location and type, and ability to comprehend the texts. Jamaican high school students (N=160) were the subjects of the study which involved data sources such as cloze, comprehension,…

The Oregon vision for transforming science education is called concept/process-based science. It is not a program but a conceptual framework which presents goals for the direction of science program development. It focuses science programs on helping students develop basic scientific understandings through the use of the key processes of human…

More than 20,000 kindergarten through 12th grade teachers and more than 6,000 college and university faculty are directly involved in National Science Foundation (NSF) education projects. Building on more than 4 decades of knowledge and experience, NSF today is able to provide vigorous leadership in the nation's efforts to strengthen science,…