Examines how teachers, students, and scientists construct ways of investigating and knowing science. Identifies ways that particular teaching strategies provide opportunities for student engagement. (Author/CCM)

Outlines a way for instructors to teach astronomy and the nature of scientific inquiry. Highlights a discussion with students during coverage of the Earth-Moon system. (CCM)

This paper discusses the bases of a Brazilian secondary school teacher's contradictory conceptions of the nature of science. It includes findings from a group interview based on methodology developed by J. Piaget with this teacher and four other experienced physics teachers. The interview helped clarify the teacher's views. (SLD)

Considers the process of conceptual change and describes empirical studies into children's naive theories of physics concepts. Uses the Representational Redescription model to explain how naive theories are a feature of conceptual change. Provides a starting point for considering how children's naive theories might mediate their ability to learn…

Presents scientific and technical information related amateur radio operation, commonly called "ham" radios, and radio astronomy. (PR)

Discusses the concepts delineated in the terms "induction" and "deduction" as presented in some of the scientific literature. The article endeavors to contribute to a greater awareness of terminology identification and of the tangents, plural forms, and crossings between didactic strategies that draw on "induction" or "deduction." (53 references)…

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…