The amount and type of reading instruction going on in middle school science classrooms were studied in middle school classes of four science teachers. About 16% of teacher time was spent in active reading instruction and about 33% in oblique reading instruction. Implications for increasing reading instruction in these classes are discussed. (SLD)

Explores the relative effects of cooperation with and without inter-group competition on Taiwanese students' academic achievement in science and their attitudes toward science in a computer-assisted instruction environment. Contains 23 references. (Author/ASK)

Discusses the Baltimore Learning Community Project, a collaborative effort that includes the Baltimore City Public Schools, the University of Maryland (UM), and Johns Hopkins University. Focuses on the UM component that involves the development of telecommunications software applications for middle school science and social studies teachers.…

Describes the use of voicemail for a large class in general chemistry at McGill University (Canada) that used the Monomedium instruction system. Discusses what information is provided, the design of the course material, use statistics, evaluation by students, and the professor's perceptions. (Author/LRW)

Describes and evaluates a technique used in two science lecture courses (biochemistry and introductory meteorology), in which lectures were interspersed with frequent, brief discussions within spontaneously formed small groups. Some differences were found in the ways the two professors managed the technique, but both felt in-class participation…

Explores measuring the specific heat of a metal ball. The ball is heated to a known temperature then placed in cold water. Students measure the temperature gain of the water in this investigation of the principle of Conservation of Energy. As a second task, students make a precise determination of the density of the ball. (PVD)

Summarizes recent findings of empirical research in science education concerning students with disabilities. Discusses learning characteristics of disabled students, effective instructional strategies including text-based interventions and inquiry-oriented interventions, and inclusion practices. Contains 70 references. (WRM)

Presents a 12th-grade class project on measuring velocity-dependent forces encountered in two common forms of locomotion--rollerblading and cycling. (WRM)

Estimated the impact of class size on instructional practices and the use of time in high school mathematics and science courses using data from the National Education Longitudinal Study. Findings reveal that class size has an impact on the use of class time, both instructional and noninstructional. (SLD)

Describes the use of a mystery substance, Oobleck, in a graduate-level course for secondary special-education teachers that considered ways to teach science. Principles of science instruction, teaching students with diverse disabilities, instructional congruence, student assessment, and modifications are addressed. (DB)

Describes how science education partnerships composed of educational researchers, technologists, classroom teachers, natural scientists, and pedagogy experts can create effective instructional innovations using Internet technologies. Illustrates how the Scaffolded Knowledge Integration (SKI) framework gives partnerships a head start on effective…

Presents a lesson that addresses the scientific aspects of the evolution versus special creation controversy by having students gather evidence from the fossil record and analyze that evidence using critical-thinking skills. Contains 13 references. (WRM)

Describes a program-specific assessment rubric that can be used as a tool to help facilitate and implement the National Science Education Standards with regard to science as inquiry. Presents an overview of the inquiry-based inservice program and discusses the development and use of the rubric with program participants. Contains 36 references.…

Identifies and clarifies an interpretation of scientific discourse that can be used as a lens for viewing problems of teaching science. Discusses why reform visions for science education are reasonable, desirable, and yet problematic in lower track classrooms. Presents data to explain and characterize lower-track science-classroom discourse.…

Examines whether secondary science teachers in England give students opportunities to develop and rehearse the skills of argumentation during their lessons. Finds that classroom discourse was largely teacher-dominated and tended not to foster the reflective discussion of scientific issues. Contains 43 references. (Author/WRM)