Instructional strategies used by a first-grade French immersion teacher to combine science and language arts instruction are described. They involve developing themes from the science curriculum, integrating content objectives and instructional strategies characteristic of both subject areas, using teacher talk and using discourse incorporation…

Describes the Malaysian Education System and the reform work on the secondary school science curriculum that began in 1967. (PR)

This study examined the differences in middle school students' (n=287) perceptions of science activities among three instructional approaches: (1) lecture-worksheet; (2) traditional laboratory; and (3) problem solving. Chi-square analysis of questionnaire responses indicated that, on seven of the eight questions, students responded more positively…

Twenty-six junior high school students with learning disabilities studied two science units via an activity-based, inquiry-oriented approach or a textbook approach. Students performed higher on immediate and delayed unit tests when they had learned by the inquiry approach, and reported a preference for this approach. Vocabulary acquisition was…

Begun in 1989, the LabNetwork is a telecommunications network for secondary science teachers and their students. Summer workshops provide teacher training in the network computer software and teaching methods based on student science projects. The development of a collaborative network-based "community of practice" is described. (SV)

Uses a projector, a prism, and two screens to demonstrate the composition of white light and detect color. (MDH)

An assignment centered on reading journal articles and writing abstracts is an effective way to improve student reading and writing skills in sedimentology and stratigraphy laboratories. Each student reads two articles and writes informative abstracts from the author's point of view. (PR)

Presents two experiments in which students examine the effects of touching and shaking on plant growth in common bush beans. (MDH)

Introduces a special report on elementary science curriculum reform; articles include a primer on science reform, a look at the new wave of science teaching materials, model lessons for putting theory into practice, and a profile of one pioneering teacher who successfully changed the way science is taught in her school. (SM)

Guidelines help elementary educators understand what they will be teaching in science programs, how they will assess student learning, and how they will be trained. Science programs should develop scientific literacy via hands-on, collaborative, inquiry-oriented lessons centered on processes used by real scientists in their everyday work. (SM)

Albion College (Michigan) cooperates with nearby schools in four ways: opening classes to high school students; engaging minority students in science projects and helping local elementary schools strengthen science instruction; providing foreign language instruction in the elementary grades; and encouraging pedagogical use of drama in the schools.…

Introductory college science courses, particularly those intended for freshmen, are challenging to teach because teachers are trying to inspire student interest. Using visual aids, even homemade, listening carefully to students, understanding that some will fail, encouraging those who have special ability or potential, and developing course…

Reports two small-scale studies that investigate whether the understanding of scientific concepts will be enhanced by using collaborative pairings. Examines how types of pairings affects performance. Finds students working in pairs outperformed their counterparts working individually. Also notes that dyads improved upon initial performance in…

Recommended are positive steps teachers can take to enhance access and motivation for students. Stressed is the idea that paying attention to the needs of girls as individuals with differing interests and expectations, and valuing their contributions should enhance instruction for all students. (Author/CW)

This study found that mainstreamed fourth- and sixth-grade students with learning disabilities had significant weaknesses on a science curriculum-based assessment relative to nondisabled peers, and they rated themselves and were rated by their teachers more negatively. Mismatches were revealed in the perception of the student and teacher regarding…