Describes the Slanting Leaf Beds Project in Oregon in which fifth and sixth graders participated in hands-on, long-term research projects designed to provide students with an understanding of scientific processes and concepts. Students first worked in pairs obtaining samples and making tentative identifications. Group data was pooled and compared…

Offers tips to help teachers in early childhood settings guide children toward integrating their sensory experiences into basic scientific concepts and skills. Provides examples of observing, identifying, comparing, classifying, communicating, and utilizing within a developmentally appropriate classroom practice. Includes suggestions for setting…

The purpose of this study was to determine which magnet concepts were found in various science textbook series, how the concepts were presented, and to identify potential misconceptions related to magnets. Magnet concepts presented as prose, illustration, and/or laboratory activities are identified and analyzed. (KR)

Presented are the reasons why the earth sciences must play a major role in curriculum renovation. Philosophical, methodological, and conceptual contributions to K-12 curriculum content are discussed. (KR)

Described is how spreadsheet and problem solver microcomputer programs may assist students in performing mathematical calculations. Discussed is the application of the equation solver "MathCAD" to various areas in the undergraduate curriculum. (KR)

Described is the five-week Governor's School course emphasizing chemical reactions for high school seniors. Students took two courses: a subject concentration in humanities or science and a global issues course. The course format included both lecture and laboratory activities. (KR)

Describes two easily applied mathematical theorems, Budan's rule and Rolle's theorem, that in addition to Descartes's rule of signs and intermediate-value theorem, are useful in chemical equilibrium. Provides examples that illustrate the use of all four theorems. Discusses limitations of the polynomial equation representation of chemical…

Discusses problem-solving strategies and the successful strategy used to solve stoichiometric problems in general college chemistry courses. Reports that rereading problems, recalling a related concept, and reasoning deductively/inductively are the most heavily used strategies among 13 categories. (YP)

Analyzed is the role of formal logic in the development and investigation of science education. Investigated are the use of logical relations in the learning of abstract concepts and the development of efficient cognitive processes in the context of science curricula. (Author/YP)

Investigates Israeli students' (grades four through nine) knowledge regarding the concept of a "gas" prior to and following instruction. Reports that students do not spontaneously develop a general idea of gas prior to instruction, and only after instruction do they first acquire this knowledge. Suggests three implications for…

Explains the use of constructing and analyzing analogies as a way to enhance student understanding and recollection of scientific concepts. Offers suggestions for topics including energy activation, phases of matter, electron transitions, equilibrium, covalent bonds, wave and particle duality, reaction types, ideal versus real gases, and oxidation…

Described are some computer software that can be used in chemistry classrooms: (1) "Polymer Tacticity in Simulated NMR Spectra"; (2) "Teaching Magnetic Resonance Imaging Using Computer Animation"; (3) "Emergency Response Database"; (4) "An X-ray Diffraction Pattern Simulator"; and (5) "Multiple-Choice…

Analyzes two scientific journal articles from a reader-response perspective. Elaborates the rhetorical nature of scientific discourse and demonstrates that even within the constraints of the journal articles, scientists have considerable freedom to exercise choices. Explicates how writers use cues to direct readers into fictional roles. (MG)

The research reported in this study was done to evaluate the understandings developed by students who meet science concepts through a textbook. Findings indicated that concrete concepts were better understood by eighth grade students than formal concepts and that students achieved some understanding of some formal concepts. (CW)

Introduces three laboratory exercises which develop an understanding of principles of mechanics by using examples of bicycle operation: Newton's laws, statics and dynamics, and energy relationships. Describes related theory and laboratory procedures with diagrams and pictures in each exercise. (YP)