Addresses the question: If an intellectual change is truly fundamental, how can it be socially comprehensible? Claims that the question is particularly pressing in the case of Darwin's "Origin." Argues that the answer lies in an understanding of how scientific revolutions depend on continuity with an existent cultural grammar. (JD)

The author reports on the development and early implementation of a 14-unit curriculum called "Principles of Technology" for high school students. The curriculum combines science, mathematics, and vocational education concepts with basic technological literacy. (CH)

Describes the method used to probe students' associative meaning of the concepts of regulation and equilibrium. Results from students of grades 6, 9, and 11 and student teachers of biology indicated that a discrepancy exists between connotative meanings and cultural, standardized meanings. (ML)

Indicates that both novices and experts considered (1) definitions more important than facts, though novices applied this rule more strongly, and (2) information high in the passage hierarchy more important than lower level information. Finds that hierarchical level has a greater effect on the perceived importance of definition than facts. (JD)

Explains the structural organization of DNA by providing information on the primary, secondary, tertiary, and higher organization levels of the molecule. Also includes illustrations and descriptions of sign-inversion and rotating models for supercoiling of DNA. (ML)

Identified some of the misconceptions held by secondary science students (N=232) related to selected ecological concepts and generalizations. Lists the alternative conceptions expressed by these students on food chains and energy flows and pyramids. Offers perspectives on dealing with the sources of the misconceptions. (ML)

This investigation of the development of young children's concept of evaporation examines their intuitive explanations of real world events involving evaporation. A study of the effects of providing evidence contradicting their explanations and of directing their attention to relevant situational features provides insight into the development of…

Describes the fine-beam cathode-ray tube, explaining observed phenomena from a visual, qualitative viewpoint. Discusses the reason for the fineness of the beam and provides the theoretical basis for the observed circular shape of the beam when the Helmholtz field is applied. (JM)

More than ever, educators are expected to make decisions that guarantee quality instruction. As knowledge emerges, so do philosophies, opinions, and rhetoric about definitions of instructional excellence. From policy makers to classroom teachers, educators need ways to separate misinformation from genuine knowledge and to distinguish scientific…

This book focuses on the promotion and development of science learning from the Foundation Stage to Key Stage 2. The four authors have extensive experience in initial teacher education and in primary schooling and this is evident in the emphasis on practical examples and evidence-based guidance. They offer examples and case studies designed to…

Western culture's sense of reality has been shaped to a large extent by a mechanistic science world view. Such a viewpoint still dominates the thinking promoted by school science. Quantum theory is the most successful physical theory that has been conceptualized, yet Newtonian thought is still one of the main pillars on which the present-day…

This paper explains the results of a survey of students' ideas about food as a scientific concept. The survey found that high school students in Singapore (n=66) displayed an anthropocentric view of food that was not generally applied across living organisms in heterotrophs (animals) or autotrophs (plants) as a whole. It is also noted that…

During the past 15 years, physics education research has revealed many surprising things about the difficulties introductory physics students have in learning physics. At the same time, the ongoing revolution in information technology has led to new tools for creating innovative educational environments. In response to these two developments, a…

This document presents a collection of useful laboratory-based activities for teaching about evolution. Some of the activities in this monograph are previously unpublished exercises, some are new versions of well-known labs, a few make useful classroom demonstrations, and several require somewhat sophisticated equipment. As a group, the activities…

This teacher's guide attempts to answer questions such as: What causes ocean currents? What impact do they have on Earth's environment? and How have they influenced human history? Seven innovative activities are provided in which students can gain fascinating insights into the earth as the ocean planet. Activities focus on how wind, temperature,…