Describes the erroneous use of the term "dissolve" in chemistry textbooks to refer to what is, more properly speaking, a chemical reaction. (WRM)

Realizing he had learned persistence and proficiency for solving software glitches in nontechnical settings, a computer-literate teacher argues that technology should not be elevated at curriculum's expense. Technology is only a means toward achieving educational objectives set for students. (MLH)

The problem of poor learners is due less to missing experiences than to the nature of their learning experiences. Giving these students more hands-on "exposure" is not enough. Instead, teachers can develop critical-thinking skills in students by changing the nature of teacher-student interaction. Focusing on a "main idea" and…

A big problem with performance tests and standards is their specificity, or lack of generalizability. "Keeping no secrets" and "teaching to the test" for performance tasks and traditional tests are absolutely necessary if schools are to prepare students adequately to meet performance standards. This nontraditional approach…

Focuses on films about dinosaurs that were made for young children. Nine films from 1981 to 1993 are reviewed and assigned ratings based on such issues as appeal for children, scientific content, and pedagogic soundness. Drawbacks such as factual errors or difficulty in following the film are also noted. Film length, source, and price are…

Explores the origins of the myth expressed in many early geology textbooks that clay and shale are impervious to water. Misconceptions about the effects of molecular attraction on groundwater appear to have arisen from errant interpretations of correct physicochemical concepts. (PVD)

Through its recent attempts to establish national curriculum standards, the National Collegiate Athletic Association is creating enormous problems for high school students, parents, and educators. Good grades are no longer enough. The NCAA has opted to specify content of acceptable high school courses to standardize college-entrance requirements…

Detracking alone is not the best means of raising student achievement. Students with different abilities, interests, and motivation levels should be offered differentiated instruction that meets their individual needs. Unfortunately, only a small number of teachers employ differentiation in their classrooms. Training and instructional grouping…

Attempts to explore the extent of native science beliefs among students in secondary and tertiary institutions. Premise is based upon the assumption that the way in which individuals respond to traditional causal statements is indicative of their native science beliefs. Reveals that these beliefs are held by a substantial portion of students. (DDR)

Investigates whether viewing computer animations representing the process of diffusion and osmosis affects students' conceptions. Discusses the difficulties of implementing computer animations in the classroom. (Contains 27 references.) (YDS)

Analyzes senior high school students' astronomy conceptions by means of a written questionnaire presented during the beginning of the first semester. (Contains 42 references.) (Author/YDS)

Introduces an activity in which students build a fuse with steel, wood, light bulbs, copper wire, clay, and batteries. Uses the cross-age instructional approach to teach about the value of instructional time. Contains directions for building a fuse. (YDS)

The principal author of the 1992 study "How Schools Shortchange Girls" argues that too many proposed remedies are simplistic formulations based on the assumption that gender equity is "for girls only." Opportunities will widen for all students if educators acknowledge schooling's gender bias, review their own practices, and…

Presents information on using analogies in science instruction. Describes the Teaching-with-Analogies Model. Presents an example for homeostasis. (PR)

The dynamics of self-worth, confidence, and acceptance are much more complicated than portrayed in the simple self-esteem models promoted by today's educators. Because self-esteem is both a product and a motivating force, we can't simply label it as an instructional objective or value to be inculcated in children, independent of their performance.…