Examines whether teachers' views about the nature of science and scientific inquiry are reflected in their choice and design of learning experiences (particularly laboratory activities) and, therefore, are significant influences on students' understanding of science. (SM)

This study used the Science Laboratory Environment Inventory and skill and attitude measures to investigate associations between student outcomes and classroom environment for high school chemistry students. The nature of the classroom environment accounted for appreciable proportions of variance in both cognitive and affective outcomes beyond…

Surveyed 232 college students in an introductory biology course on their attitudes and perceptions on aspects of biology that they should have covered in high school science. Results indicated majority of students felt very or somewhat familiar with the topics covered in the survey. A sizable majority of students were only somewhat familiar with…

Describes using a local college for the teaching of the recommended Advance Placement laboratories as a way to increase greatly needed course time and to increase the amount of equipment available. (PR)

Provides a personal account of one science teacher's participation in a teacher workshop in which teachers learned about volcanic development, types of eruption, geomorphology, plate tectonics, volcano monitoring, and hazards created by volcanoes by examining Mt. St. Helens. Provides a graphic identifying volcanoes active since 1975. (MDH)

Describes the construction of a wave generator used to review the algebraic relationships of wave motion. Students calculate and measure the weight needed to create tension to generate standing waves at the first eight harmonics. (MDH)

Biotechnology has arrived in the supermarket in the form of genetically engineered enzymes. Presents an activity in which students explore the presence of protease enzymes in laundry detergents. (MDH)

Presents a series of exercises to help students understand the importance of the limits of taxonomic keys and to identify the appropriate levels. Introductory activities include having students classify screws, "gummy bears," and beans. (PR)

Considers topics about cell function often misunderstood, misrepresented, or omitted from biology textbooks: enzyme catalyzed reactions; RNA as a catalyst; protein levels in cells; amino acids; organic acids; glucose and fructose; gluconeogenesis; fatty acids and ketone bodies; diffusion; and transport across membranes. (Contains 25 references.)…

Describes bioluminescence and the chemistry of how it occurs. Presents information for conducting the following classroom activities: (1) firefly mimic; (2) modeling deep-sea fish; (3) sea fireflies; and (4) the chemistry of light. (PR)

Describes inexpensive and safe activities centered around the chemistry of effervescent products such as Alka-Seltzer. Activities demonstrate the following: water-induced reactions, the influence of humidity, temperature and rate of reaction, particle size and rate of reaction, concentration and rate of reaction, the neutralizing power of…

Describes scientific and technical accomplishments of the Chinese in developing earthquake detection procedures, paper making, and medicine and of Islamic people in developing astronomy and mechanical engineering. (PR)

Describes student projects that involve caring for and maintaining invertebrate organism that can be purchased inexpensively from bait shops. (PR)

Describes a class project of producing a geologic report of a park for a community. (PR)

Presents reasons why jargon should not be used in biology instruction. Argues that more hands-on science activities and relating learning to everyday living needs to occur in the science classroom. (PR)