Discusses traditional school demonstrations and experiments in hydrotropism. Explains that these experiments seem to "prove" hydrotropism, but yet most botanists reject hydrotropism. Teachers continue to teach the concept because it is logical and the experiments are simple. (PR)

Describes how students can make and use Hooey Machines to learn how mechanical energy can be transferred from one object to another within a system. The Hooey Machine is made using a pencil, eight thumbtacks, one pushpin, tape, scissors, graph paper, and a plastic lid. (PR)

Describes an activity for studying weeds in grades four through nine. "Wanted" posters are prepared with the scientific name of a common weed and a few identifying features. Students find the plant, give it an "alias" or common name, and then draw the "wanted" picture. Presents six wanted posters and describes expansion lessons and follow-up…

A simple apparatus for studying various forms of the aurora borealis on a miniature scale can be constructed from a neon-storage flask, aluminum tape, a cardboard box, and a small piezoelectric ion gun of the type used to neutralize static charges on phonograph records. (PR)

Snow is a widely available earth-science teaching medium which can be used to explore scientific concepts in the field, either directly or by analogy. Snow can be considered a mineral, sediment, sedimentary rock, or metamorphic rock. Natural processes such as crystal growth, melting, sedimentation, and metamorphism can be studied in practical time…

Describes activities to help students see discontinuities as faults. Students collect data, manipulate data, and use the data to formulate explanations. Schematic diagrams help students with the conceptual component of thinking. (PR)

Science exhibitions presented by college students at local elementary schools foster goodwill in the community; give college students an opportunity to share their science as role models; provide elementary school children with a positive, enjoyable approach to science; and can be organized rather easily following guidelines that outline…

Describes the author's computer-based program for a subduction-zone-earthquake exercise. Instructions for conducting the activity and obtaining the program from the author are provided. Written in IBM QuickBasic. (PR)

Offers activities for educating middle school students regarding the importance of lifestyle. Activities cover eating patterns, physical exercise, and potentially hazardous behaviors. (MDH)

Describes novice biology teachers' strategies to exert sociolinguistic control over conversations when teaching unfamiliar science content; illustrates discourse control strategies used in one teacher's lessons. Findings suggest that teacher knowledge influences how teachers begin instruction, structure turns at talk, question students, evaluate…

Illustrated are five classroom projects about the relationship between weight and size in animals. Background information and procedures are provided. Ten extension activities are suggested. (CW)

Reviewed are six computer software packages including "Invisible Bugs,""Chaos Plus...,""The Botanist's Apprentice,""A Baby is Born," Storyboard Plus-Version 2.0," and "Weather." Hardware requirements, functions, performance, and use in the classroom are discussed. (CW)

The Comprehensive Unified Physics Learning Environment is a computer system using computer programs, interactive videodisks, and electronic sensors being developed at the University of Maryland. The method has been found more effective than traditional ones for teaching physics majors and is being used to modify the conventional course for…

The outcomes of two studies reported here indicate that the teacher inservice workshops, combined with activity-based science lessons, affected students' attitudes and perceptions about electricity. Australian and U.S. studies produced different patterns and are explored and explained in the paper. (Contains 24 references.) (Author/PR)

From respondents to a questionnaire sent to a random sample of 654 Texas biology teachers, the following conclusions were made: 86% agreed evolution should be taught, 47% agreed it was a central theme in biology, 8% indicated that it conflicted with the Bible, and 7% noted there were more useful alternative theories explaining the history of the…