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Fitzgerald, Michael T.; McKinnon, David H.; Danaia, Lena; Woodward, Sandra – Astronomy Education Review, 2011
Stellar parallax is a concept that is dealt with infrequently in the high school classroom other than by qualitative consideration of stereoscopic parallax and argument by analogy. Use of stellar parallax for distance determination can be difficult for students to understand without some type of hands-on experience to explore the concept. Thus,…
Descriptors: High Schools, Photography, Physics, Teaching Methods
Zimmerman, Jonathan – History of Education Quarterly, 2011
In this paper, the author first cites passages that highlight the key developments and dilemmas of teacher education in Ghana in the 1960s, when the new nation resolved to prepare its largely untrained teaching force in "progressive" methods. Across the decade--and across subject areas--Ghana conducted in-service teacher training to…
Descriptors: Foreign Countries, Teacher Education, Educational History, Progressive Education
Lisichkin, G. V. – Russian Education and Society, 2007
There are no fewer than three dozen scientific groups dealing with problems of the development of methods of teaching physics, chemistry, and biology in this country; they are working in pedagogical and classical universities and in institutes of the Russian Academy of Education. Innovative schoolteachers are involved in this endeavor as they…
Descriptors: Textbooks, Graduates, Secondary Education, Natural Sciences

Palmer, Marion – School Science Review, 2002
Describes Irish secondary science and discusses the management of science in schools. Identifies two key features of Irish school science, the collegiate nature of science departments and the difficulties in carrying out practical work. (MM)
Descriptors: Foreign Countries, Science Curriculum, Science Instruction, Secondary Education
Trumbull, Deborah J. – 1999
This book aims to raise questions by addressing the ways that teaching can and should be reflective practice. Throughout the book the question, "How can teachers continue to evolve and rethink their teaching methods?" is addressed. Tracking six prospective biology teachers from their university training through their first years in the classroom,…
Descriptors: Biology, Science Curriculum, Science Instruction, Secondary Education
Ediger, Marlow – 1999
Studies indicate that there are attitudinal problems toward chemistry that keep students from achieving relevant objectives; thus, positive attitudes need to be developed by having a learning environment that fosters a warm and relaxed atmosphere in which students feel accepted and are willing to take risks in achieving complex objectives.…
Descriptors: Chemistry, Science Curriculum, Science Instruction, Secondary Education
Booth, Norman – Trends in Education, 1975
Most pupils to whom science is taught in schools will not afterwards be in a position to 'do science. Are they to be left in the hands of the 'doers'? (Editor)
Descriptors: Program Development, Science Curriculum, Science Projects, Secondary Education

Uthe, R. E. – Journal of Chemical Education, 2002
Describes techniques to help introductory students become familiar with Avogadro's number and mole calculations. Techniques involve estimating numbers of common objects then calculating the length of time needed to count large numbers of them. For example, the immense amount of time required to count a mole of sand grains at one grain per second…
Descriptors: Chemistry, Higher Education, Innovation, Science Curriculum

Margolis, Brian – Science Teacher, 2000
Explains how non-native species' problems in the ecosystem can introduce fundamental ecological principles in the classroom. Provides background information on damages caused by non-native species. Discusses how educators can use this environmental issue in the classroom and gives the example of zebra mussels. Lists instructional strategies for…
Descriptors: Ecology, Environmental Influences, Habitats, Science Activities

Anderson, Ronald D. – NASSP Bulletin, 1983
After citing literature contending that science education is exclusive, academic, and devoid of inquiry orientation, this article gives principals suggestions for improving science education and making it available to all students. (MJL)
Descriptors: Educational Trends, Inquiry, Science Curriculum, Science Education

Sere, Marie-Genevieve – Science Education, 2002
Describes a project on labwork at upper secondary and undergraduate levels that was launched in 1996 and funded by the European Commission. Presents new research questions focusing on three objectives: (1) conceptual; (2) epistemological; and (3) procedural. (Contains 28 references.) (Author/YDS)
Descriptors: Epistemology, Higher Education, Science Curriculum, Science Instruction

Osborne, Jonathan – Canadian Journal of Science, Mathematics and Technology Education, 2001
Draws on contemporary scholarship in the field of rhetoric and on recent research in science education conducted from a rhetorical perspective. Contends that such a perspective provides a useful insight into the aims and purposes of the science teacher. (Author/MM)
Descriptors: Rhetoric, Rhetorical Theory, Science Curriculum, Science Instruction

Bindel, Thomas H. – Journal of Chemical Education, 2004
A new method is presented, which educates and empowers the teachers and assists them in incorporating entropy analysis in their curricula and also provides an entropy-analysis unit that can be used in classrooms. The topics that the teachers can cover depending on the ability of the students and the comfort level of the teacher are included.
Descriptors: Scientific Concepts, Secondary Education, Postsecondary Education, Science Curriculum
Berger, N. M. – Soviet Education, 1973
The author details graph exercises and solutions, coordinated with a "new textbook," to explain gas laws for isoprocesses, the first law of thermodynamics, and heat transfer. (JH)
Descriptors: Comparative Education, Curriculum Development, Graphs, Physics

Kapenda, Hileni M.; Kandjeo-Marenga, Hedwig U.; Kasanda, Choshi D.; Lubben, Fred – Research in Science and Technological Education, 2002
Presents a study into science practical work conducted in Namibian classrooms. Lesson plans, task sheets, student work, lesson transcripts, and observation notes were used to identify intended learning outcomes. Explored aspects of task design and the context of practical tasks. Findings show an emphasis on conceptual as opposed to procedural…
Descriptors: Concept Formation, Foreign Countries, Science Curriculum, Science Instruction