Presents a method using art classics to teach that a third vector axis is required to represent orientations in three-dimensional space. Helps students understand the importance of perspective, frame of reference, balance, and color theory. (MVL)

Technological devices are often used by science teachers to illustrate scientific principles in a way that implies that the devices are simple products of science. The refrigerator is used as an example of a device for which science offers an explanation of its workings, but this should not be seen as the reason why it exists. (15 references)…

Attempts to connect the seemingly disjointed points of view of diffraction and reflection. Light is reflected off of a metal fence, which acts as a grating. Notes that grating with zero spacing between the grating elements acts as a reflector. (MVL)

Summarizes how a quartz watch works. Discusses the quartz crystal, its form, and how its frequency is set to a standard; the integrated circuit chip that drives the crystal in vibration, scales its frequency down, and forms pulses that turn the motor; and the motor that drives the gear train that turns the hands. (ZWH)

Describes a demonstration that is used to aid in helping students to better understand the principle of oxidation and reduction. (ZWH)

Two experiments examined the possibility that children and adults possess a single-object/single-motion intuition. This intuition involves the view that all parts of a rigid object must move at the same speed because they all move together. (RH)

Examines two concepts of the new philosophy of science, underdetermination and incommensurability, concluding that their applicability to educational research is limited and ambiguous. One unexplored view of indeterminacy is that it suggests greater relativism, a standard for, rather than an obstacle to, continued educational inquiry. (CJS)

Presents a simulation activity in which students assume the role of grizzly bears in Banff National Park. Concepts such as species diversity, fitness, natural selection, habitat loss, extinction, and population dynamics are discussed. Children learn how human activities can affect the bear's reproductive success. Lists materials, instructional…

Discusses the nature of explanations and the nature of models and the relationship between them. Reviews the explanatory value of major models of change in science. Models the characteristics of everyday thinking and the effect of attempts to change that thinking on scientific thinking. (Author/CCM)

Discusses the nature of science and delineates strategies for ensuring that students develop a better understanding of the nature of science. Evaluates methods of assessing student knowledge. (CCM)

Develops the case for the inclusion and central role of argument in science education. Discusses the function and purpose of dialogical argument in the social construction of scientific knowledge and interpretation of empirical data. (Author/CCM)

Finds that first-year college students can understand in detail the origin of the equivalent mass. Provides both a simple calculation derivation of this result as well as a noncalculus derivation. Argues that for every soft spring, the equivalent mass should be somewhere between m0/3 and m0/2. (CCM)

Discusses the legitimacy of teaching about astrology, extrasensory perception, UFOs, touch therapy, cloning dinosaurs, or any other unusual claims in the classroom. Suggests that bringing unusual claims to the science classroom is an opportunity to motivate students in the principles of scientific thought. (SAH)

Presents the theory behind the spots of light observed inside a balloon when it is exposed to light. Discusses the use of this phenomenon in teaching optics lessons. (JRH)

Explains the physics principles behind the VT (variable time) fuze, also called the proximity fuze, that was used in World War II in a radio device built into the nose of an aircraft shell or bullet that made it explode at the instant of passing an airplane in a near miss. Discusses other uses of the proximity fuze. (JRH)