Advocates removing the taboo regarding anthropomorphism and teleology in biology education. Argues that for high school students, accepting such formulations does not necessarily imply anthropomorphic or teleological reasoning. Further, living organisms seem goal-oriented because of their adaptation for survival. Concludes with the argument that…

Describes how the authors used portions of popular movies to help students review concepts related to electromagnetism. Movies used and concepts covered in the review are listed, and a sample activity is described. (WRM)

Describes a study that investigated whether scientific and nonscientific understandings in the same content area are linked. Finds that students' (n=107) explanations indicate that they were using an "if-then" type of reasoning which linked scientific and nonscientific conceptions. Contains 39 references. (Author/WRM)

Presents a variety of strategies for determining students' ideas about scientific concepts. Explains how the strategies may be used with special-needs students. (WRM)

Although neuroscience has much to offer teaching and learning conceptualizations, educators must be cautious about applying lab research to classrooms. Brain research seems hazy, confusing, and contradictory because it is new. Myths about synapses, low-stress learning, memorization, enrichment, and learning styles are debunked. (MLH)

Explores school districts' responses to state science standards and examines the ideas about science education that district policy makers construct from these standards. A cause of failing to implement state science standards, rarely examined in the literature, concerns the ways in which local implementers miss or misconstrue the intent of policy…

Describes a study of a range of challenging activities centered on evaporation and condensation done with elementary school children. Analyzes children's explanations in light of the existing literature. Finds that older children display a surer sense of ontological categories, greater epistemological sophistication, greater precision in language…

Describes children's conceptions of the structure and function of the human digestive system based on an investigation carried out with children aged 4-10 (n=45). Finds that children possess biological knowledge as an independent knowledge domain from the age of four. Discusses acquisition of and barriers to scientific concepts related to human…

Some serious difficulties that students have in understanding physical optics may be due in part to a lack of understanding of light as an electromagnetic wave. Describes the development and use of tutorials designed to address students' conceptual difficulties. (Contains over 15 references.) (Author/WRM)

Critiques the scientific merit of a claim against evolution that is based on a calculation of the level of salt in the oceans. (WRM)

Suggests a few alternative approaches to teaching algebra that allow students to construct and reflect upon meanings for expressions and equations. The three lessons, which require extended discussion and reflection, are "Representing Algebraic Expressions,""Evaluating Algebraic Statements," and "Generating Equations." (WRM)

Educators who benchmark other "successful" educational agencies and/or private-sector organizations to find "best-practice" ideas face potential pitfalls. The benchmarked organization may have incompatible goals and objectives, obsolete processes and operations, and different primary clients and beneficiaries. Most organizations, public or…

New results in neuroscience point to the brain's lifelong capacity to reshape itself in response to experience. Educators' great challenge is developing learning environments and practices to exploit the brain's lifelong plasticity. This challenge will be met by carefully studying human behavior and behavior change. Brain science should return to…

Argues that, for a misconception to be abandoned, the learner must come to see it as unsatisfactory. The new conception must be intelligible, plausible, and fruitful. Suggests that students should have an active cognitive involvement in the process. Contains 16 references. (DDR)

Pre/posttest data from six elementary teachers who received inservice training in science showed that the training enabled them to acquire a scientific view of the concept of energy efficiency. Before training, they tended to confuse it with energy conservation. (SK)