The authors advocate for a shift from the outcry sparked by Harvard University's president that women are innately less qualified than men to succeed in math and science careers to an overdue discourse about educating women to be leaders in their chosen fields, especially in areas like the sciences and engineering. With an economy increasingly…

Researchers, educators, and science education organizations have accepted the importance of developing informed conceptions of the nature of science (NOS) among students. Despite attempts to improve both students' and teachers' perceptions of the nature of science, research shows that the desired understanding has not been attained. Evaluation of…

Students (N=14) in a geomorphology course took an objective geomorphology test, the tree construction task, and the Standardized Concept Structuring Analysis Technique (SConSAT) version of concept mapping. Results suggest that the SConSAT knowledge structure dimensions have moderate to good construct validity. Contains 82 references. (DDR)

Examines how professional chemists and undergraduate chemistry students respond to chemistry-related video segments, graphs, animations, and equations. Discusses the role that surface features of representations play in the understanding of chemistry. Contains 36 references. (DDR)

Describes the experiences of children in a program that highlights the process of inquiry by allowing and encouraging children to raise questions, develop investigation strategies, formulate theories, and report findings in a variety of ways. Discusses the teacher's role in observing, respecting, and supporting children's work. (JRH)

Discusses communication or, the ability to record and convey information in an accurate manner, in science. Communicating scientific information requires a range of writing, drawing, and mathematical skills. Discusses various methods and presents some activities for communicating in science. (Author/NB)

Describes a science activity that promotes science process skills while investigating the properties of packing peanuts. (YDS)

Describes New York University's commitment to general mathematics and science education for undergraduate students, embodied in the College of Arts and Science's core curriculum, the Morse Academic Plan, which includes a three-course sequence, Foundations of Scientific Inquiry, specifically designed for non-majors. (EV)

Presents science activities demonstrating the science process skills of observing, inferring, and predicting. (YDS)

Presents lesson plans on bread making using a student-centered approach and process skills. Includes designing the experiment, investigation, and data collection. (YDS)

Presents activities that have been proven to teach young learners to sort and classify objects that contain more than one attribute. The activities require that students employ the use of sorting hoops and attribute blocks to create Venn diagrams, the assembly of which requires practice. Includes cross-curricular uses of these learning tools.…

Contains three demonstrations to help students develop an adequate understanding of the nature of science. Two use the inquiry method to show students the importance of evidence in formulating explanations, and the third uses the history of science to show that science is tentative as well as based on evidence. (LZ)

Presents an update on the Association for Science Education (ASE) Primary Science Committee's five-year study of children's scientific development. Uses a questionnaire and asks the same questions each year to see how and when children change their ideas. Focuses on one student who is 5 years old. (DDR)

Reports on the Seventh Annual Conference on Chemical Education which explored the assumption that science courses focus too much on the product of science and not enough on the process. Problem solving was examined as a possible route toward developing the necessary critical-thinking skills. Covers the keynote address, Problems versus Exercises,…

Relates activities implemented in a high school genetics course that enable students to experience "science in the making" (Latour, 1987). Students work in research groups, build explanatory models of observed natural phenomena, present models at class conferences, revise models based on peer feedback or new observational information, and win…