Investigates students' experiences and attitudes about experiences in biology and human biology courses. Finds that activities which require imaginative abilities are often lacking, and notetaking and simple recall are major features of the students' experiences. Discusses some suggestions regarding these courses. (Author/YP)

Investigated were the relation between functional M-capacity and student performance in solving chemistry problems of increasing M-demand. Student performance decreased as the M-demand of the problems increased. (Author/YP)

Synthesized are the results of five qualitative investigations of high school science classrooms in Western Australia and in the state of Georgia. Gender differences were observed in each study and teachers were not aware of their occurrence. (Author/YP)

Investigates student engagement patterns in high school science classes. Finds that three to five students, known as target students, monopolized classroom interactions in most classes and they tended to be high-achieving students. Most target students were male and tended to be persistent. Provides a student involvement questionnaire in the…

Examined the evolution of the knowledge and the notions of students in order to see how after one year of university study their concepts and ideas of scientific theory in chemistry had progressed. Reports that sometimes the students' conceptions are modified in the wrong way. (Author/YP)

Reviews seven software programs: (1) "Science Baseball: Biology" (testing a variety of topics); (2) "Wildways: Understanding Wildlife Conservation"; (3) "Earth Science Computer Test Bank"; (4) "Biology Computer Test Bank"; (5) "Computer Play & Learn Series" (a series of drill and test…

Five articles describe improvements in instructional software designed to enhance problem solving skills. Issues addressed include problem solving software to implement curriculum goals; problem solving theory and writing theory; software for elementary and secondary school science instruction; software for mathematics instruction; and cognitive…

Presents examples where mathematical and physical reasoning complement each other in interpreting and analyzing some basic science concepts using proof by contradiction and contrapositive. Examples involve the rotation of the moon, the stability of electrons and protons, the electron's orbit about the nucleus, and the earth's liquid core. (MDH)

Evaluated the effects of cooperative learning on students' (n=36) verbal interaction patterns and achievement in a conceptual change instructional model in secondary science. It was found that students using cooperative-learning strategies showed greater achievement gains and made greater use of specific verbal patterns believed to be related to…

Describes the Iowa Communications Network (ICN) and how it is used to bring the benefits of interactive teaching, learning, and sharing to Iowa classrooms. Describes how lesson plans, activities, and pace of learning change with this new dimension, noting that students are enthusiastic and involved, and administrators endorse the cost…

Describes the philosophy, development, content structure, and general instructional strategy of BioCom, an introductory biology curriculum for the heterogeneously mixed high school science classroom. Discusses recent recommendations by national commissions and science education research and similarities and differences between BioCom and ChemCom.…

Describes the Science Bound project, a partnership aimed at increasing the participation of ethnic minority students in science and technology and encouraging them to prepare for careers as scientists, engineers, and technologists. Presents eight successful field-tested strategies for ensuring that students in multicultural settings learn science.…

Analysis of data taken from three qualitative studies, reveals that three secondary science teachers' classroom literacy practices were influenced by their philosophies and beliefs regarding teaching and discipline knowledge. (Contains 47 references.) (ZWH)

Using science from the classroom, a teacher involves students in variety of explorations to identify safe foods from outdoors. These activities culminate in a Wild Plant and Beast Feast day, where the students have an opportunity to share their new cuisine and recipes with classmates and teachers. Tips on the successful development and…

Using socks with colored bands, a teacher makes mitosis and meiosis fun and meaningful for students. Asserts that during extension activities students used the aforementioned exercise as a springboard to better understand the phases of the cell cycle of Allium root tips, whitefish blastula, and Lillium anthers. (ZWH)