Presents a device to illustrate the concepts of entropy of mixing and the contribution of one term in the Gibb's equation. Notes the device is relatively easy to construct and provides a visual demonstration on diffusion. (MVL)

Examines whether participation in physical experiments together with social interaction with adults and school-mates favor the development of causal knowledge and the understanding of a complex physical subject. Concludes that the treatments can lead students to give up pre-causal explanations and to resort to physical ones. (Author/YP)

Tests in each science area were developed around six laboratory tasks. Students had to plan an investigation, collect and organize data, and formulate conclusions based on calculations and graphs. Over 1,000 students from 32 Ohio schools formed the sample for this study. Data are presented by skill and by task. An analysis for gender and school…

This paper urges educators of deaf students to make a greater effort to teach science conceptually to foster real understanding and produce scientifically literate students. The state of science education in general, and for deaf students specifically, is reviewed. Recommendations stress process-oriented teaching, cooperative learning, and…

A springtime forest probably contains over 100 shades of green. Describes outdoor observation activities that let the children monitor tree and plant growth. (PR)

Provides a set of guidelines and useful examples to help teachers assess the effectiveness of inquiry investigations. The authors focus on seven issues: (1) meaningful and accurate learning; (2) time; (3) cost; (4) safety; (5) level of difficulty; (6) preparation procedures; and (7) science activity resources. (ZWH)

This case study describes 1 teacher's implementation of a modified version of Glynn's Teaching-with-Analogies model with a grade-10 optics class on refraction of light. (PR)

A report of how literature books can be used to create authentic contexts for teaching science at the second-grade level is presented. Points out that, instead of relying on expensive technologies, teachers could use carefully selected reading materials to provide students with meaningful contexts for science learning activities. (LZ)

Confirms the hypothesis that elementary school science students recall science concepts for which they generate their own examples and definitions better than science concepts for which they do not generate their own examples and definitions. (BB)

Describes a study of undergraduates at Iowa State University that tested the effectiveness of a computer simulation of electric circuits used in combination with a conceptual change approach to science instruction. Erroneous preconceptions of scientific concepts are discussed, and the use of traditional text is compared with conceptual change…

In their efforts to help preschool and primary grade children understand the passage of time, teachers can relate time to physical objects or events that are meaningful to the students. Innovative ways for students to develop and use calendars are described. (BB)

Reports a study involving interviews with 20 physics teachers to determine their awareness of student alternate conceptions in the areas of force and gravity. (PR)

Outlines 39 physics demonstrations that utilize simple objects such as coffee and soda cans to illustrate scientific concepts. (12 references) (MDH)

Presents the origin and mathematics of Hubble's Law of the expanding universe. Discusses limitations to this law and the related concepts of standard candles, elliptical galaxies, and streaming motions, which are conspicuous deviations from the law. The third of three models proposed as explanations for streaming motions is designated: The Great…

Describes Pedagogical Content Knowledge and focuses on the empirical research directly concerned with the relationship between science teachers' subject matter knowledge or structures and actual classroom practice. Concludes there is little evidence that a relationship exists. (PR)