Reports on the effects of constructivist versus traditional teaching approaches on university students' learning about osmosis and diffusion. Students understood diffusion and osmosis more deeply in the constructivist-informed classroom, which used small discussion groups rather than traditional large lecture groups. Suggests ways to improve…

Describes the development and validation of an instrument for assessing culturally-sensitive factors of students' learning environments and for examining associations between these factors, students' achievement of inquiry skills, students' attitudes toward science, and teacher/student interactions. Discusses findings related to instrument…

Describes positive experiences in teaching about floating and sinking with second-grade students. (WRM)

Describes the construction of a device used to assist a physically disabled student with using the right-hand rule in a physics course. (WRM)

Argues that the United Kingdom's National Curriculum recommendations regarding data analysis tasks do not explain the specific activities clearly enough to assist teachers in deciding what practices to follow. Presents research that shows that the range of data-analysis tasks that pupils can perform depends on the type of data as well as on the…

Teaching science is justified by linking scientific ways of thinking with the advancement of democratic society. Claims that science education must reflect the ways in which the theories and practices of science are constrained by the real world. Presents three goals of science education that can help defend it from antiscientific criticisms.…

Describes an activity to help students understand how feathers help insulate a bird's body. (WRM)

Describes a study of the ways in which 9- to 16-year-old students attempted logical problems related to coordinating theory and evidence when the theories in question are scientific. Finds that most students made some reference to evidence in selecting and using their explanations, although most students also seemed capable of holding theory and…

Presents protocols for setting up a Winogradsky column and biofilm slides, interpreting the chemical transformations that occur in the column as a result of color changes in the soil, identifying common microorganisms, and determining the microbial composition of the column over specified intervals of time. (WRM)

Argues that science should be taught in a conceptual manner in elementary and middle school, after which (and only after) formulas, concrete strategies, and specific, isolated facts should be taught. Discusses linear versus conceptual learning, how boys and girls learn, how middle school teachers can approach this, preparing new science teachers,…

Argues that, in all subject areas, assessment trends are moving toward teaching concepts rather than teaching facts, and toward application of information and skills. Discusses how rubrics are helpful in specifying what criteria student performance and proficiency levels should be evaluated. Offers three rubrics (problem solving, group oral…

Describes the construction of an exponential decay graph that can be used in a science class to support discussions about the uses of radioactivity, its risks, limitations, and advantages. (WRM)

Describes distance education in an elementary science methods course using newsgroups and electronic mail discussion groups via computer. Compares the newsgroup to the discussion group and points out the importance of interaction in cooperative learning. (YDS)

Describes a set-up for sending the infrared signal from a common remote control device to an oscilloscope in order to "see" the infrared signal. (WRM)

Describes the construction and use of a magnetic needle that is stronger than those conventionally used for experiments with electromagnetism. (WRM)