Offers a critique of constructivism in science education that is an attempt to define and identify not only the weaknesses, but also the successes of constructivism. Proposes that an alternative of modest realism offers not only a better representation of the practice of science, but additionally some value in determining issues of pedagogy.…

Presents a few examples of not-so-traditional problems that can be very helpful in teaching some particular concepts or approaches in physics. Problem sets include vector addition and vector components, reference frames, and choosing the right approximations. (JRH)

Describes an in-depth, comprehensive method that enables students to understand the basic concepts of visual perception. (JRH)

Compares a broad cross-section of high school biology laboratory manuals with respect to several standard features as well as the degree to which they engage students in scientific inquiry. Discusses comparisons with respect to topics contained in the manuals, types of activities, lab exercises, and features of activities. (JRH)

Environmental education is best pursued through concrete interaction with nature rather than by importing classroom materials to the outdoors. Plants and animals provide living illustrations of fundamental concepts, and items found in nature can be used to demonstrate learning in ingenious ways. (JW)

Describes a chemistry course that is built around the topic of radioactive waste and encompasses a large number of chemistry concepts including redox, equilibrium, kinetics, nuclear energy, and the periodic chart. (JRH)

Comparison of science knowledge, science vocabulary, and cognitive strategy use among 4 diverse groups of fourth-grade students (n=32) (monolingual English Caucasian, African American, bilingual Spanish, and bilingual Haitian Creole) found distinct patterns of knowledge. Appendixes include coding systems. Contains 50 references. (Author/MKR)

Uses videotaped lectures and interviews to understand lectures in a physics course for prospective elementary teachers. Reports that the professor staged Aristotle, natural philosophy, and students' observations and intuitive knowledge in opposition to Galileo, controlled experiments, and mathematical inscriptions. Concludes that this form of…

Outlines a theoretical framework for viewing students' conceptions and the effect of analogies on students' conceptions. (PR)

Describes a method for producing beat frequencies by carrying a vibrating tuning fork quickly toward a wall or chalkboard. A mathematical explanation is provided. (MVL)

Provides a description, photograph, and relevant analysis of a simple device for demonstration of rotational motion. (LZ)

The technique called Sheltered Instruction (SI) is designed to help the monolingual English-speaking science teacher with students who understand little English. Describes the technique which can help students understand science concepts and acquire English at the same time, with a goal of mainstreaming into regular English-speaking classes. (LZ)

Explored the degree to which a sample of Tanzania science teachers were able to interpret the local production of alcohol in light of their conceptual knowledge of the science involved, designed experiments for investigating factors relating to the processes of fermentation and distillation, and considered alternatives for improving this…

Examines questions about the philosophy and practice of science and their relevance to a sustainable future. Discusses flaws in the use of the scientific method, the necessity of integrating the physical and mental qualities of science with the emotional and spiritual qualities of life, and universal connectedness, as understood in traditional…

Fifteen students participated in a study designed to document the curriculum processes that influenced the meanings associated with the content studied by a secondary environmental science class. Uses entropy to illustrate what was learned about the curriculum processes that shaped the meaning of content in the science class studied. (ZWH)