It is argued that science's reputation as a "hard" subject can be attributed to four intrinsic features of science and/or learners. The reasons for a link between abstraction and difficulty are briefly explored. It is suggested that certain extrinsic features of science education, resulting from choices by science educators, exacerbate these…

Uses Dictyostelium discoideum to aid in introducing cell differentiation to students. Students engage in a laboratory exercise that allows them to investigate the means by which embryonic cells choose developmental pathways. (ZWH)

Presents three activities that uses three dimensional models to help teach geologic concepts such as geologic land forms and rock strata. (ZWH)

Offers suggestions to aid the biochemistry and molecular biology teacher in enhancing student understanding of a subject that borrows from many other areas of study as well as its own. (ZWH)

Provides a line of reasoning in support of the contention that the equal charge proposition is at best an approximation. Shows how the assumption of equal plate charge on capacitors in series contradicts the conservative nature of the electric field. (ZWH)

Introduces a new sign convention for the object and image distances involving mirrors and lenses. Proposes that the method is easier for students to understand and remember and that it helps clarify the physics concepts involved. (MDH)

The dynamical theory of tides is often neglected in teaching oceanography because students have difficulty in visualizing the movements of the tides across the glove. A schematic diagram portraying amphidromic systems as mechanical gears helps overcome these problems. (Author)

Argues that the limited results achieved so far by empirical educational research are a result of a fundamental difference in the generalized concepts used therein and the abstract concepts used in the natural sciences. Discusses the work of Galileo and Newton to clarify the difference between generalization and abstraction. (DMM)

Presents activities designed to allow students with backgrounds in states of matter and measurement to have a very concrete hands-on, minds-on experience with both physical and chemical changes and to compare and contrast the end products of each type of change in a concrete way. (PR)

Describes the use of a "cognitive cylinder"--a cardboard tube with threads or string running through it--to help elementary school students learn to make scientific inferences. The activity requires students to employ such thinking skills and behaviors as observing, collecting, and interpreting data; predicting; measuring; hypothesizing;…

In several studies, primary school children worked in groups to solve physics problems. The groups were comprised of children who had similar or different levels of physics understanding. Results suggest a benefit to group work for groups of children with different levels of understanding, although the benefits may take some time to appear. (BC)

Describes the findings of secondary analysis of data from the Assessment of Performance Unit (APU) Science. The most striking feature of the study is the extremely low level of scores obtained for questions which invite a written response. The results also clearly show the consistent negative reaction of girls to the technical context of…

Test-wiseness strategies used by 11 general chemistry students as they answered a 15-item multiple choice examination were investigated using a think-aloud technique. The most common strategies were those that did not compromise the validity of the examination: error avoidance, elimination of incorrect responses, checking responses, and optimal…

Describes a study designed to determine whether experienced biology teachers would find the cooperative-learning approach beneficial in their teaching. (ZWH)

Presents a poem about a teapot and presents six investigations with teabags. (PR)