An evaluation instrument, the Concept Inventory, was designed to be diagnostic, and to be helpful for student self-evaluation. A sample test instrument is shown along with some sample results. A discussion of test results is included. A bibliography is appended. (AJ)

The International System of Units (SI) or the metric system contains related units which make science simpler for students and teachers. By emphasizing descriptive units, requiring unit use throughout calculations, and using negative exponents, teachers can help students have a better understanding of energy, pressure, and mass concepts. (DH)

Reviews recent findings related to Miranda, the icy satellite of Uranus. Includes Voyager photographs, computer-generated mosaics, and maps as well as interpretations of the illustrations. (ML)

Reviews basic information on the Chemistry of strontium and its compounds. Explains biological aspects of strontium and its pharmaceutical applications. Highlights industrial application of strontium and its components. (ML)

Examines three types of gaps in the fossil record: real gaps, imaginary gaps, and temporary gaps. Reviews some recent evidence concerning evolution from the paleontological record of microfossils, invertebrates, and vertebrates in order to make some general conclusions regarding the manner in which life evolved on earth. (CW)

This paper illustrates one cycle of research development, implementation, and evaluation in an ongoing long-term improvement activity for the 10th-grade chemistry curriculum in Israel. The incorporation of student modes of thinking (correct and incorrect) about central chemistry concepts into the curriculum and an evaluation of new curriculum are…

Examines the utility of the ancient Chinese concept of Tai-chi as a model for interpreting complex contemporary issues in science education. Describes the model and suggests how it can be useful in understanding scientific phenomena and in guiding instruction. (ML)

Investigated (1) conceptions 40 African students used in solving floating/sinking problems; (2) nature of these conceptions; (3) kinds of arguments of epistemological commitment they displayed in their responses; and (4) if their conceptions differed from scientific conceptions. (JN)

Examined Australian medical school students' (N=150) conceptual frameworks and reasoning patterns related to natural selection. Results indicate that the majority believed that evolutionary changes occur as a result of need. Implications related to student learning and to science and medical education are considered. (JN)

A survey listing 21 major oceanographic concepts and several sub-concepts was mailed to all Ohio earth science teachers. Respondents indicated that most of the oceanography topics taught were geologically-oriented. Oceanography concepts relating to ecology, chemical, physical or life science are considered less important. (DH)

Argues that the meaning of the word "symbiosis" be standardized and that it should be used in a broad sense. Also criticizes the orthodox teaching of general principles in this subject and recommends that priority be given to continuity, intimacy, and associated adaptations, rather than to the harm/benefit relationship. (Author/JN)

Focuses on pseudoscience by: (1) discussing sources of misinformation; (2) presenting results of a survey on students' (N=186) comprehension of scientific topics; (3) discussing implications of these results for science educators; and (4) considering the scientific creationism movement. (JN)

Discusses concepts needed to understand plant water relations and results of a study designed to examine the understanding of these concepts by students preparing for A-level examinations. Focuses on students who have learned the topic using the old terminology compared with students adopting the new suggested terms. (Author/JN)

Describes an approach for teaching the mole and a study to determine effectiveness of the approach. Indicates that the concept should be taught as a counting unit, taught consistently, and be defined and used coherently. In addition, recommends that language should be used carefully and correctly. (JN)

Describes 17 situations in physics which require students to write computer programs to solve. All the projects are general in nature and require students to have a thorough conceptual understanding of the content to apply the algorithm needed to solve the specific type of problem illustrated. (JN)