Student involvement in 24 science classes (grades 8, 9, 10) during instruction involving teacher exposition, exposition with prop, and demonstration was videotaped. Findings indicated that only nine teachers used class demonstrations and that the increased levels of pupil attention and task involvement increased during demonstration lesson…

Active involvement in society-related issues can elevate junior high school students' interest not only in the problem being solved but also in related scientific concepts. Examples of how scientific concepts and society-related issues can be taught in the same class are presented, focusing on genetic engineering, water shortage, and others.…

Discusses the development of and teaching of a physics teacher education course in Iraq. Includes comments on students preparing to become physics teachers and problem/successes associated with the course. (JN)

Describes two workshops for physics teachers in Hispaniola. Workshops demonstrated how mechanics could be developed from planetary motions and how basic mechanics concepts could be introduced through a guided discovery approach. Comments on workshop activities, organization, participant attitudes, and physics curriculum/instruction in Hispaniola…

The Almond model of public opinion can be modified to produce an issue-polarization model of the creation-evolution debate. Suggests that the nonattentive public may hold more potential for expanding the ranks of pro-evolution attentives than for expanding the ranks of those favoring creationism. (JN)

Four uses of microcomputers in elementary science education are discussed. These include: (1) drill and practice; (2) simulation; (3) problem solving; and (4) programing. Indicates that mathematics instruction may be enhanced in the same ways. (JN)

Determined effectiveness of inquiry approach to science and language teaching to further develop classification and oral communication skills of bilingual Mexican American third grade students (N=64). Results indicate that participation in science inquiry lessons facilitated development of both classification and oral communication skills. (JN)

Highlights findings from cognitive science which suggest new approaches for science and mathematics instruction, addressing role of naive theories and qualitative understanding of situations in problem-solving. Also considers nature of the learner based on the findings. (JN)

Citing problems with a traditional introductory chemistry laboratory program, discusses a two-semester, project-oriented laboratory program using traditional experiments. A series of slide/tape programs discussing/illustrating potentially difficult concepts and techniques is used to facilitate instruction. Includes list of topics covered in the…

Describes laboratory procedures, demonstrations, and classroom activities/materials, including use of dwarf cichlids (fishes) in secondary school biology, teaching edge effects on stomatal diffusion, computer program on effects of selection on gene frequencies, biological oxidation/reduction reactions, short cuts with Drosophila, computer program…

Examined influence of teaching methods on content achievement of concrete and formal concepts by students differing in level of operational thought and influence of concrete/formal teaching on the intellectural development of students (N=86 grade 9-10 biology students). Methodology, results, conclusions, and implications are discussed. (Author/JN)

Describes a simulation in which students play roles of computer parts. Also describes cartesian divers and eye imagers prepared from empty detergent bottles and old 35-mm film cans respectively. Suggests using the divers and imagers as free give-aways during meetings or workshops. (JN)

Discusses whether formal thought constitutes a structured whole and role of propositional logic in advanced reasoning. Presents aspects of advanced reasoning model, considering hypothesis generation/testing as central processes in intellectual development. Argues that advanced reasoning schemata are linked by these processes and should be…

Highlights an educational workshop sponsored by the American Chemical Society's Committee on Chemical Education. Workshop presenters suggested stressing experiment over theory in elementary school science classes and exposing teachers to more science. A list of 20 recommendations resulting from the workshop are listed. (Author/JN)

Difficulties encountered by students when solving problems were examined using Program of Actions and Methods (PAM) for systematic problem solving in science. Difficulties encountered included those in analyzing the problem, planning the problem-solving process, executing routine operations, and those related to the ways teachers solve problems.…