This study examines the relationship between informal science and indigenous innovations in local communities in which students matured. The discussion considers methods for bridging the gap that exists between parents' understanding of informal science ("Ubunifu") and what students learn in secondary schools in Kenya, Tanzania, and…

Expanded learning opportunities, such as afterschool and summer programs, are particularly well positioned to help address science, technology, engineering, and mathematics (STEM) education crisis. A large percentage of youth participating in afterschool programs are members of groups traditionally underrepresented in STEM fields. Additionally,…

Whether playing outdoors or working on the farm, rural children acquire science and engineering skills throughout their daily lives. Although 11.4 million children in the United States grow up in rural areas, compared to 14.6 million in urban areas, relatively little attention is given to rural science education. This article demonstrates that…

Currently, teacher education colleges in Tanzania are being equipped with computers to prepare teachers who can integrate technology in teaching. Despite these efforts, teachers are not embracing the use of technology in their teaching. This study adopted Technological Pedagogical Content Knowledge (TPACK) as a framework for describing the…

There has been a call for effective professional learning to improve the quality of the science teaching of primary teachers in Australia. It seems from the literature that teaching science effectively is a challenging endeavour for primary teachers. Professional learning based on the instructional core framework is an emerging approach that has…

This report aimed to measure the impact of a unique professional development program entitled Project ASTER III (Active Science Teaching Encourages Reform) on teachers' self-efficacy and perceptions about inquiry-based science teaching. Project ASTER III enabled teachers to explore inquiry-based science teaching through exhibit-based…

For decades the National Science Foundation has been funding the development of instructional materials whose design is based upon the recommendations of educational research. These recommendations include the idea that learning be sequenced and organized using an experiential learning cycle or an instructional model such as the Biological Science…

Describes a professional-development program that sustained the learning of science teachers from a small high school faculty over three years. The program was based on an Enhanced Action Learning process with three interrelated principles of reflection, community, and action. Teacher learning was also enhanced by feedback from students. Presents…

Assesses informal learning in experiential settings. Elementary teachers (n=20) from public and private schools participated in an on-site seminar involving experiential learning in science centers, a wildlife refuge, and a zoological sanctuary. The significance of instruction provided by guides, types of exhibits, and the use of informational…

This document describes some of the prominent beliefs about how students construct knowledge. These beliefs are guiding principles that teachers can use to implement instructional strategies that facilitate learning. Instructional examples in mathematics and science follow each principle to help the reader envision how the principle promotes…

Presents three aspects of multi-professional shared learning. Discusses the levels of knowledge, skills, and attitudes that comprise a learner's "readiness" for Inter-Professional Learning and describes the design and implementation of a multi-professional shared-learning course. Identifies the educational principles underlying shared…

Describes a program that enables students to apply their lecture and laboratory knowledge to practical situations in order to make a more informed career choice. Explains the three types of programs, student responses, and faculty involvement. Reports on the outcomes of the program. (RT)

Reports on a study designed to provide a profile of the learning styles of members of the American Chemical Society. Indicates that chemists tend to be more alike than different in their approach to learning. Suggests that chemists tend to be convergers preferring active experimentation more than reflective observation. (TW)

A survey of grade 7, 8 and 9 science teachers in New Brunswick and Nova Scotia was conducted as part of a research program to determine the consequences for teaching and learning of the recent introduction of the SciencePlus program developed by the Atlantic Science Curriculum Project and the need for further curriculum and professional…

Promotes the use of a practicum technique in which senior engineering level students work on typical company problems in a laboratory setting. Offers suggestions on how to solicit and organize such a university-industry course. (RT)