When describing activities in today's K-12 science classrooms, the word inquiry often causes some confusion. As a result, many of us find ourselves asking the same questions: How do we know when inquiry is authentic? What should happen in an inquiry-centered science classroom? What is the teacher's role in an inquiry-centered class and what is the…

Although clean, potable groundwater constitutes one of our most valuable resources, few students or science educators hold complete and appropriate understandings regarding the concept. Recent studies that focus on secondary students' and preservice science teachers' understandings of groundwater found little difference between the groups'…

Teachers often use demonstrations to prepare students for a science experiment. This article describes a demonstration method to ensure that students are not supplied with all the answers before the actual experiment and to help them to remain an active part of the science lesson. (ZWH)

Describes the development and enactment of a new teaching unit, "Can simple metals be transmuted into gold?", through an historical approach as well as teacher preparation to teach this unit. (Contains 16 references.) (ASK)

The Benchmarks for Science Literacy and the National Science Education Standards, two classic documents has made three strong recommendations about how students at all ages should be learning biology. The recommendations include reducing the number of concepts that are taught in a biology course, emphasizing on having students learn the methods of…

Children learn science concepts when they are provided with real-life experiments and problems to solve. Three top elementary school science programs that allow students to hypothesize, discover, and evaluate are discussed. (DF)

This paper describes a preparation program in which 16 high school biology teachers in widely diverse settings across the country have successfully implemented a new standards-based biology curriculum, "Biology: A Community Context" (BACC), written by W.H. Leonard and J.E. Penick. During the summer of 1997, these 16 teachers were given an…

Presents a series of outstanding examples of excellence in science teaching. Criteria for both outstanding elementary education and the characteristics of outstanding teachers are listed. (PR)

Reviews and assesses major crisis conditions in science education. Cites specific findings from key status studies and reports. Proposes that goals be reassessed and that successes in science teaching be measured in terms of such goals. (ML)

Examined the effect of discovery and non-discovery classroom climates on college students learning of science process skills and biology content achievement. Results indicate students in discovery climate learned as much content as students in more direct class. These and other results are compared to those of an earlier study. (JN)

Guidelines to foster creativity in elementary/middle school students are discussed. These include understanding the creative process, freeing the classroom from constraints, rewarding creative behavior, modeling creative behavior, deferring judgment, choosing appropriate subject matter/materials, and using activities stimulating creativity.…

Compares aspects of creativity in science between students enrolled in concept-oriented classes and those enrolled in issue-oriented classes. Focuses on student outcomes and creativity. Shows that science teachers were convinced of the necessity for middle school science teachers to be portrayed as supporting students' exploration, explanation,…

Two teacher behavior patterns differing in the degree of directiveness utilized by the teacher were investigated. The results show that teacher behavior does effect student behavior in elementary science classes where hands on activities are employed and presents evidence that materials, activities, and curricula cannot be made teacher-proof. (BT)

Presents goals desired for teachers and students for science education reform: positive attitude; creativity; effective communication; appreciation of the usefulness of science; active classrooms; science for everyone; innovative teaching; ability to ask questions; minds-on activities; student self-evaluation; and students see, students do. (MKR)

Provides a framework for objectively selecting a biology textbook based upon credible recommendations from the professional literature. This framework especially draws from recent research findings in science, learning theory, and instruction. (Contains 25 references.) (PR)