Reports on a study, Project REMODEL, that implemented and evaluated innovations in lecture, laboratory, and assessment for students in the introductory sequence for undergraduate chemistry. Results indicate that special sessions and conceptual exam questions can improve students' abilities to work successfully with both concepts and algorithms.…

Describes the Write Now approach that allows teachers to transform the first few minutes of class into a powerful learning experience by helping students reflect on the previous day's lessons and encouraging them to construct their own knowledge of the concepts being studied. Discusses Quasar questions, reviewing responses, constructing…

Examines the validity of claims that concept maps measure an important aspect of students' knowledge structures. Provides a working definition of concept mapping and a brief theoretical background, characterizes concept maps as a potential assessment in science, reviews empirical evidence on the reliability and validity of various concept mapping…

Describes three models that provide a concrete experience of abstract concepts such as DNA replication, RNA synthesis, and protein synthesis. Explains their hands-on use and notes their advantages for teaching and learning. (JRH)

Argues that if students are expected to understand and play the game of science, they need to know something about its character and guidelines. Elaborates some important ideas for helping students better understand the nature of science. Notes that students can learn about the assumptions, processes, and outcomes of science without abandoning…

Explores common schemes used by Spanish 10-12th grade students in concrete and abstract contextual situations to explain the internal structure of metals, the causes of electric conduction of metals, and the nature of this current. Concludes that students' conceptions change progressively as they are exposed to additional relevant information in…

Uses two assessment methods to measure student competence in conducting scientific inquiry. Investigates 32 high school students for a relationship between scientific inquiry capability and success in making discoveries. Defines scientific inquiry, scientific discovery, and the relationship between these two concepts. (Contains 70 references.)…

Extends prior theory and research by postulating the existence of an intermediate class of concepts called 'hypothetical'. Investigates the hypothesis that three kinds of scientific concepts exist by constructing and administering a test on concepts introduced in a college biology course. Supports the hypothesis that intellectual development…

Discusses the origin and evolution of the meanings of the concepts 'amount of substance' and 'mole'. Identifies serious disagreements about these concepts among chemistry teachers and the recommendations of the international scientific community. Also draws attention to the didactic implications that these epistemological difficulties may have for…

The relationship between the Bible and modern astronomy has been complicated and often turbulent. Many scientists would argue that for modern astronomy to be born, biblical cosmology had to die. Article includes a history of the church/science relationship, a primer in biblical cosmologies, and a discussion of some philosophical problems behind…

Describes a lesson in which students perform simple body movements in order to gain insight into the relationship between time and the astronomical motions of the earth, and how these motions influence what we see in the sky at various times of the day and year. (WRM)

Describes the study of dung-inhabiting or coprophilous fungi to illustrate basic lab techniques and fundamental ecological concepts. Contains 24 references. (WRM)

Describes an investigative laboratory activity that involves quantifying the decomposition rate of terrestrial leaf litter in soil microcosms using a 2-liter soda bottle. (WRM)

Describes two demonstration setups using easily obtainable household items that can be used to illustrate distillation. (WRM)

Shows an example of bad physics by illustrating that the tidal effect is caused not only by the moon but also by the sun. Proves that differences in the gravitational tug on water at various parts of a basin is responsible for tidal mechanism. (CCM)