This document presents a sample of the Arkansas science curriculum and identifies the content standards for physical science systems, life science systems, and Earth science/space science systems for third grade students. Each content standard is explained and includes student learning expectations, third grade benchmarks, assessments, and…

This document presents a sample of the Arkansas science curriculum and identifies the content standards for physical science systems, life science systems, and Earth science/space science systems for fourth grade students. Each content standard is explained and includes student learning expectations, fourth grade benchmarks, assessments, and…

This document presents a sample of the Arkansas science curriculum and identifies the content standards for physical science systems, life science systems, and Earth science/space science systems for fifth grade students. Each content standard is explained and includes student learning expectations, fifth grade benchmarks, assessments, and…

This document presents a sample of the Arkansas science curriculum and identifies the content standards for physical science systems, life science systems, and Earth science/space science systems for sixth grade students. Each content standard is explained and includes student learning expectations, sixth grade benchmarks, assessments, and…

An instructional program based on expert-novice differences in experimental problem-solving performance was taught to grade six students (N=265). Performance was assessed with multiple-choice and open-ended measures of specific transfer. Between-group comparisons using pretest scores as covariate showed treatment condition students consistently…

Describes rationale for and advantages of using programed study aids in solving organic chemistry problems. Includes examples of these programed, multi-step aids which provide leading questions, factual information, and in some cases, the logical thinking required to arrive at correct (although short) answer. (JN)

Tests the applicability of Ausubel's theory to the meaningful learning of intellectual skills. Results of three studies of high school students indicate that advance organizers enhance learning of skills related to solubility product problems. This effect was removed if prior teaching in relevant background knowledge was included. (Author/WB)

An engineering case study is used as the focal point of a communications course. Communications theory and practical exercises are structured around the case study described, an adaptation and extension of the power station game developed in the early 1970s. Includes outline of and sample student activities. (JN)

Introduces a teaching method called guided design which involves a series of problems and solutions with feedback that leads students in a logical sequence through material being taught. Presents 15 worksheets to demonstrate the use of this technique in an introductory ornithology course. (Author/DC)

Presents comments from a symposium at which scientists and science educators agreed that science education should focus more on problem solving and less on mastery of content. Also suggests ways to select textbooks that support a problem-solving approach. (DC)

Describes aspects of Guided Design, a recent instructional strategy designed to teach process skills, in which students engage in the decision-making process to devise solutions for a series of open-ended problems. (CS)

This action research study evaluated problem-based learning (PBL), traditional lecture, and a combination of PBL and lecture in an elective biochemistry course at a secondary school for gifted students. Lecture tended to wide content coverage, whereas understanding and retention was promoted by PBL. (Author/DB)

Considers the possible relations among instruction, content, and assessment. Presents a rationale for and examples of demonstration-based testing activities. Highlights student performance and reaction to these assessment methods. Contains 13 references. (JRH)

Shares perspectives on what is happening at the national level in science education reform, why reform is needed, and the role that environmental education can play in this reform effort. Contains a discussion of the recent changes in science content and instructional goals. (DDR)

Addresses the problem of relating distance and scale by way of alternative models of perception taken from the history of science. Makes specific suggestions to broaden the scientifically-based actual activity zone of students. (Contains 19 references.) (DDR)