Background: The growing population of students that are learning science through a Content and Language Integrated Learning approach (CLIL) has led to concerns about these students' ability to fully participate in a rich classroom discourse to develop content knowledge. A lack of information about science development through classroom discourse in…

Information and communication technologies (ICTs) are increasingly required within K-12 educational settings, yet the impact of youth's access to and use of digital resources outside of the classroom on academic achievement is only beginning to be explored in the literature. This study used data from the Fragile Families & Child Wellbeing…

Digital integration is the driving force of teaching and learning at all levels of education. As more non-traditional students seek credentialing, certification, and degrees, institutions continue to push the boundaries of innovative practices to meet the needs of diverse students. Programs and faculty have moved from merely using technology and…

The application of technology in classroom settings has equipped educators with innovative tools and techniques for effective teaching practice. Integrating digital technologies at the elementary and secondary levels helps to enrich the students' learning experience and maximize competency in the areas of science, technology, engineering, and…

Researchers and practitioners alike express concerns about the conceptual difficulties associated with the concepts of momentum and kinetic energy currently taught in school physics. This article presents an in-depth analysis of the treatment given to them in 44 published textbooks written for UK secondary school certificate courses. This is set…

Much has been said about what science content students need to learn (e.g., "Benchmarks for Science Literacy, National Science Education Standards"). Less has been said about what science content teachers need to know to teach the content students are expected to learn. This study analyzed four standards documents and assessment frameworks to…

Reviews conjectures that were presented when the Fellows of the early Royal Society of London, founded in 1662, carried out investigations into the origins of life. (Author/MKR)

If oxygen is attracted to a magnet, is there more oxygen in the air near the north magnetic pole? Explains why the answer to this question (posed by a high school physics student) is "no." (JN)

Discusses the use of reform standards as the basis for selecting curricular implementations. Presents high school biology curriculum as an example. (MKR)

Describes a method for identification of gold samples using a laser to vaporize a small sample of the gold. (MKR)

Outlined is the history of superconductivity and described are the physical and chemical principles upon which it rests. Some possible applications of superconductors are considered. (RH)

Addresses the question of why a dog's eyes appear red and glow when a flash photograph is taken. Conditions for the red-eye effect, light paths involved, structure of the eye, and typical cameras and lenses are discussed. Also notes differences between the eyes of nocturnal animals and humans. (JN)

Outlines principles of evolutionary theory, including such recent changes as punctuated equilibria. Indicates that the incompleteness of Darwin's theory has been replaced with a conceptual framework and empirical information. Controversial issues remain, but the basic ideas still stand strong. (DH)

Describes electricity experiments which can be used for such purposes as determining the magnetic field of a magnet, making an electromagnet, and showing the repulsion of like poles of a magnet. Includes list of materials needed, procedures used, and instructional strategies. (JN)