Argues effective learning requires suitable resources and that teachers can reap great rewards by establishing cooperative partnerships with local communities to gain access to otherwise unavailable resources. Uses the example of planning, executing, and implementing a Geographic Information System (GIS) in a Canadian urban junior high school…

The relations of motivational variables to self-reported cheating behavior and beliefs in science were studied with 285 middle school students. Students who reported cheating in science perceived that their classrooms were extrinsically focused. The use of deep cognitive strategies was related negatively to cheating. (SLD)

Discusses the importance of revisiting problems to encourage children to amplify their mathematical thinking and for teachers to note developmental growth and patterns among learners. Describes experiences with a classic problem that was revisited several times. (ASK)

Cites three incidents of cargo being lost at sea. Discusses ocean currents and directs students in an activity to explore what happens to the floating debris from lost containers. (DDR)

Presents a conflict scenario for a case study on whether there is evidence of past life on Mars. Includes details about the use of this case study in developing an interdisciplinary approach to scientific ethics. (DDR)

Describes a revised laboratory set-up for performing flame tests that enables students to pay more attention to the results of the tests and less attention to the manipulation of equipment. Employs a watch glass to add the analytical solutions to the flame. (DDR)

Presents the ninth story in a series of chemical mysteries with emphasis on forensic chemistry, physical properties, and qualitative organic analysis. The mystery centers around the adventures of Sherlock Holmes. (DDR)

Examines the attitudes of physics instructors on how and when students should be allowed access to textbook problem solutions. Presents a detailed analysis of 249 survey responses from U.S. and Canadian universities which conveyed a wide range of opinions and comments. Discusses the need to rethink strategies regarding access to solutions. (AIM)

Asserts that technology, along with sound instructional practices, can help developmental students access and learn from multiple-text information sources including the World Wide Web. Presents the (Gather, Arrange, and Present) GAP reading strategy, developed at Southwest Texas State University, as an example of how technology can be used as a…

The author, a (British) science teacher, explains his changing perceptions of teaching and learning in science over a 30-year period. He illustrates effects of a personal conversion to an active teaching strategy by referring to the teaching and learning of ecological concepts in younger children and in elementary teachers in training. (39…

Describes a study of undergraduate students that examined whether a structural overview of relations between sections of hypertext leads to a deeper understanding of the material. Results supported the hypothesis that a structural overview may hinder the understanding of less knowledgeable readers. (Author/LRW)

Describes a program of research known as "Fostering Communities of Learners" that aims to improve the literacy skills and domain-area subject matter knowledge of inner-city students aged 6 to 12 years. The program builds on children's emergent strategic and metacognitive knowledge. (SLD)

Focuses on the need for the scientific and education communities to examine their ethical practices to try to determine how to transmit an awareness of ethical values to students. (DDR)

Analyzes the codification involved in learning geographical maps and the extent to which this codification is affected by characteristics of the task (map information content and varied instructions) and subject (experience level and cognitive development). Reports results from three groups of adolescents and two groups of psychology and geography…

Examines how understandings of concepts of experiential and theoretical learning have evolved within Discipline-Based Art Education (DBAE) debates; explores how these two types of learning are related to each DBAE discipline; and proposes that educational practices emphasize interaction between experiential and theoretical learning within and…