Investigates the effects of cooperative learning instruction versus traditional teaching methods on ninth-grade students' (n=770) earth-science achievement in secondary schools. No significant differences were found between the experimental groups and the control groups on overall achievement, knowledge-level, and comprehension-level test items,…

Describes experiment designed to test the effectiveness of an independent study program as a method of instruction. No significant difference was found between the scholastic achievement of students involved in independent study and those attending classes. In the following year the academic achievement of the experimental group was significantly…

This case study describes a professor's evolution from geoscience researcher to effective teacher to education researcher. The article details his initial beliefs about teaching, looks at the factors that prompted him to seek a different teaching approach, and enumerates the supports and challenges that he had on his journey. Factors essential to…

Describes how the audiotutorial method of instruction can be used to simulate field trips in earth science. Each excursion takes the student, via slides, audiotapes, specimens and maps, to various parts of the world to observe and investigate phenomena associated with a particular aspect of earth science. (JR)

Discusses advances in hypermedia as an instructional tool for earth system science education as a mechanism for designing user-friendly and structured classroom units. Proposes two models as a foundation for materials development: (1) the Learning Cycle Model; and (2) the Investigation/Experimentation Model. (Author/CCM)

Presents a study to examine the effects of a verbal teaching strategy versus a strategy providing instruction using activities and manipulatives in four seventh grade earth science classes with students of varying cognitive abilities (n=83). Results indicate that students with more cognitive structures perform better and that using manipulatives…

Reports a sample of Houston's middle school science teachers (n=227) perceived level of need for and acceptance of (1) science-technology-society (STS) goal levels; (2) STS curricular materials, (3) inservice related to STS instructional methods; and (4) inservice focused on STS-related content. (23 references) (MDH)