Explains the importance of introductory science courses and presents characteristics of exemplary courses. (PR)

Reports on the Scientific Reasoning Series--10 computer programs that make the nature of scientific reasoning accessible to a wider group of students. The aim of this material is to make improvements in scientific reasoning for all students over 10 years of age. The programs are highly interactive and are motivationally strong. About 20 hours of…

Describes a computer program to teach the concepts that underpin genetic mapping using a three-point test cross. The program is used in a sophomore-level course for biology majors that presents a rigorous introduction to genetics. (PR)

Reviews research on student learning about collisions in physics instruction. Focus is placed on the main differences between the spontaneous perspective in describing/interpreting collisions and the disciplinary perspective based upon the energy and linear momentum conservation laws. (PR)

Examines the research literature in science education to determine how appropriate it is for teaching science to young children 3-5 years of age. In the context of this discussion, a model for the teaching of science in early childhood is presented. For clarity and continuity, the example of teaching electricity is used throughout. (PR)

How the teacher and students used the textbook in an eighth-grade science class (18 students) was studied through questionnaires, interviews, and self-report checks of book use. Results suggest the textbook served primarily as a dictionary and that it employed few instructional strategies to support higher level objectives. Implications for the…

Assessed the impact of intensive one-week "An Integrated Mathematics and Science" (AIMS) institutes on participant satisfaction and on actual classroom practices during the year following the institute. Findings indicate that participating teachers (n=142) had a high degree of satisfaction. Changes in teaching and content were made by…

The Learning Cycle Model presented is an attempt to build an articulated sequence of instructional activities that foster in-depth understanding of a complex natural phenomenon through many direct experiences that include student-generated inquiry, involve student-generated explanation and interpretation, and enrich the developed network of ideas…

This paper considers the challenge confronting educators when considering the impact of risks generated by science and technology on the lives of citizens. (PR)

Examines the impact of a specially designed in-service model on teacher understanding of selected science concepts. From an analysis of 42 teachers' concept maps, there was significant growth in the number of valid propositions expressed by teachers between the initial and final mappings in all topic groups.(PR)

From an analysis of five life science textbooks it was found that they stressed two aspects of scientific literacy--science as a body of knowledge and science as a way of investigating. Practically no text was devoted to science as a way of thinking, and little was devoted to the interaction of science, technology, and society (STS). (PR)

Reviews the following computer programs: "Restless Earth" (National Geographic Society); "Science Cap 2.0" (DEMCO); "My Own Stories (MECDC); Wild Science Arcade (Binary Zoo); "Out and About" (Optical Data); "Botanical Gardens" (Sunburst); "BodyScope" (MECC); and "Mineral, Where and Why?" (Arizona Board of Regents). (PR)

Provides a series of questions for students to consider when observing construction sites. The thoughtful observations can help students with principles of science. (PR)

Discusses some scaffolds or prompts for helping students to ask themselves better questions about science topics. Presents some teacher questions that test and develop some core thinking skills. (PR)

Describes an activity having students use a microscope to observe the "hooks" and "loops" found in Velcro and on the seeds of the cocklebur plant. (PR)