Describes a study designed to provide insight into the strengths and limitations of using groupwork to promote excellence and equity in science education. Argues that students need more guidance in how to talk and do science. Contains 40 references. (DDR)

Describes an educational program that asks students to attempt to prove that the earth is spherical and that it rotates. Presents tips to pique student interest and charts related to sensing the spin, nonrotation notions, flat earth fallacies, evidence that the earth is spherical and rotates, and the role of watersheds in proving that the earth…

Illustrates the construction of conceptual models on pressure and flotation using high school students' previous ideas on these concepts. Identifies three models and uses them to analyze students' ideas about physical phenomena and to recognize the inferential structure they use. Contains 28 references. (DDR)

Reports on the implementation of an extracurricular course for fifth-grade students that focuses on the structure and function of animals. Students participate in direct observation of animals, watching videotapes, group discussion, and building kits and games. (DDR)

Reports on a project in which children develop instructional technology skills while learning a great deal of science. Explains how children construct a multimedia presentation on the topic of invertebrates. (DDR)

Describes the teaching and learning of chemistry in an Australian high school as it relates to the beliefs about the nature of science of a teacher and a class with the curriculum actually enacted. Although the teacher and students tended to view science as an evolving and changing discipline, the actual enacted curriculum was approached as a…

Presents a reminiscence of science as an exciting and enjoyable area of the curriculum. Expresses the concern that pressures of the National Curriculum and overload may be forcing teachers into a knowledge-based subject to the detriment of the development of science process skills and attitudes. Makes a plea to get back to the reminiscence of…

Reports on Project 1 from the Evidence-based Practice in Science Education (EPSE) Research Network. In this project, a group of teachers develop banks of diagnostic questions in four science topic areas: electric circuits, force and motion, matter and chemical change, and biochemical life processes. (DDR)

Focuses on cultural influences in environmental education. Examines some of the means of transmission of culture and ideology that a society adopts including metaphors, myths, and institutions. Establishes a close link between inequalities of social classes, ideology, and resource use. Contains 20 references. (DDR)

Focuses on recent clarifications of the nature of explanatory texts in science. Shows how a knowledge of the different organizational structures and language features of the various types of explanations can be used to enhance the use of reading and writing to learn. (AIM)

A consortium of Chicago-area school districts obtained special permission to administer the Third International Mathematics and Science Survey (TIMSS) to consortium students so it could evaluate how its students stacked up against their international peers. TIMSS officials and the U.S. Department of Education are encouraging other districts and…

Ponders possible answers to questions about the low enrollment of women and minorities in science and mathematics courses. Probes the meaning of the word 'equal' and suggests ways to engage in dialogue about equity. (DDR)

This article focuses on the relevance of the Reggio Emilia approach to early childhood education for science knowledge and content standards for the preK-12 student population. The article includes: (1) a summary of key concepts; (2) a description of the science curriculum standards for K-3 in the United States; and (3) an example of an in-depth…

Discusses some ideas for applying information and communication technology (ICT) to constructing identification keys. Proposes the use of linked web pages as the most easily used and readily accessible for students aged 12-13. (DDR)

Discussed are the importance of earth science, how earth science should be taught, and when and to whom earth science should be taught. Topics which should be taught in a modern earth science course are suggested. (CW)