Describes a computer-generated exercise that combines creative-thinking skills with practice activities in spelling and recalling vocabulary. A sample word game is included. (ZWH)

Discusses six aspects of the Berlin-White Integrated Science and Mathematics Model developed to address the need for a definition of the integration of science and mathematics education. These aspects are ways of learning; ways of knowing; process and thinking skills; content knowledge; attitudes and perceptions; and teaching strategies. (MKR)

Presents answers from a teacher, a curriculum developer, and from the educational literature to the question "What are some strategies for helping students work in groups?" Topics addressed include group size, heterogeneous grouping, roles in the group, necessary social skills, and teacher guidance. (PR)

A teacher provides a set of key components used by her school district to aid teachers and administrators in developing Individual Educational Plans (IEP) for handicapped students. (ZWH)

A teacher describes her science class' successful inclusion of a student with Rett Syndrome. Included in the article are the classroom implications of the disease and strategies for ensuring that all students receive the best science education available. (ZWH)

A teacher shares three instructional aids that she used to teach blind as well as sighted students the basic principles of chemical bonding.(ZWH)

Describes historical accounts of the manipulation and importance of the Earth and its mineral resources. A foldout, "Out of the Rock," provides a collection of activities and information that helps make integration of the aforementioned concepts easy. (ZWH)

The role of metacognition in fostering or inhibiting success in introductory quantitative college courses is examined. One teacher's efforts to build student confidence in an elementary statistics course for psychology are described, and student resistance to active learning methods is discussed. (MSE)

A Dickinson College (Pennsylvania) introductory physics program abandons lectures in favor of activity-based, collaborative work enhanced by use of integrated computer tools. Contrary to expectation, it was found that some women did not respond positively to hands-on, collaborative instructional methods. (MSE)

Reports the results of a summer institute for secondary science teachers involved in teaching evolutionary biology. Discusses changes in teacher conceptual understanding, anxiety, the adoption of peer discussion on evolution within their instruction, and the influence of peer or mentor teachers on the decision to include peer discussion. (LZ)

Presents a model and description of Northern Arizona University's preservice teacher education program for middle and secondary teachers, planned and implemented to use recommendations, findings, and criticisms of the preparation of science teachers. Describes the science teacher training programs and each college semester of coursework. (LZ)

Describes activities that can be added to any chemistry curriculum and can offer students an opportunity to gain and practice skills in research, written and verbal communication, and database creation and use while working as a part of a problem-solving team. (JRH)

Provides an overview of projects developed for preservice teacher education in Iowa that used the Iowa Communications Network and a Star Schools grant to train preservice faculty in distance education techniques. Highlights include praxis, self-evaluation, interactive video, science experiences for students with disabilities, and national…

A discussion of group dynamics in collaborative learning describes use of this approach in an experimental biology course. Three approaches to group dynamics are outlined (personality and learning style, cognitive style, and group life). Identified are variables that teachers either have little power to affect, can address in course design, or can…

Discusses the value of nature education to early childhood education. The domains of adaptive, aesthetic, cognitive, communication, sensorimotor, and socioemotional development are discussed. Suggests that because young children learn primarily through their senses and motoric manipulation, they are excellent candidates for nature education…