Explains Knowledge Integration Environment (KIE) activities which are designed to promote lifelong science learning. Describes the partnership process that guided the design as well as the Scaffolded Knowledge Integration (SKI) framework that gave the partnership a head start on creating effective materials. (Contains 52 references.) (Author/YDS)

Explains the process of creating a curriculum based on the National Science Education Standards (NSES). Introduces an activity where students experience flowers and their environments. Focuses on Content Standard C of the NSES. (YDS)

Discusses the reform of the middle school science curriculum to engage students in their own development, represent the ethos of contemporary science, recognize social changes and cultural shifts, and assure productive learning, all focused on the welfare of young adolescents. (JPB)

Assesses the potential of multimedia authoring as a learning tool using the software ASTOUND. Investigates the knowledge acquisition caused by a multimedia program among 32 grade 12 students on a multi-disciplinary environmental unit about earthquakes. Provides basic background about earthquakes via laboratory experiments and field trips to…

Examines the views of approximately 60 secondary science teachers and university scientists from three different research projects for insight into issues of gender and ethnicity in science education. Explores the participants' professional and personal identities from the perspectives of nature of science and beliefs related to students'…

Shows how the tobacco mosaic virus can be used in conjunction with the common bean plant Phaseolus vulgaris to provide a discernable, experimental model that students can use to study induced resistance. (Contains 17 references.) (DDR)

Tests a multifaceted curriculum for use in introductory earth science classes from the secondary school to the introductory undergraduate level. Simulates the greenhouse effect with two fish tanks, heat lamps, and thermometers. Uses a hands-on science approach to develop a deeper understanding of the climate system among students. (Contains 28…

Recommends that middle school teachers try an inquiry approach in Earth science. Describes guiding the inquiry, formulating the problem statement, and establishing the rules for inquiry. (DDR)

Investigates the role and importance of peers in providing personal and academic support for Year 11 female students enrolled in physics and biology courses. Results indicate that while the supportive role provided by peers is similar regardless of the science subject undertaken by female students, this role may vary between schools. (AIM)

Describes a computer course for undergraduate chemistry students that provides them with sufficient experience to be capable of making independent progress in solving chemical problems using computers. Consolidates undergraduate computer-related material into a single course. (DDR)

Briefly describes the Third International Mathematics and Science Study (TIMSS) organization, administration, and results as they relate to Australian science and math education. (Author/WRM)

Reports on the evaluation of a three-year curriculum initiative introducing technology education through a learner-centered, problem solving and collaborative approach. Draws attention to the critical impact the project had on the pedagogy of teachers. (DDR)

Provides a glimpse of a few schools who have exemplary project-based environmental education programs. Speculates as to how such programs will contribute to scientific literacy in the future. Focuses on elementary and secondary schools in Kentucky, Maryland, and Florida. (DDR)

Details the results of a survey on the most important instructional strategies that enhance learning and employ the vehicle of environmental education. Discusses constructivism, cooperative learning, and problem solving. (DDR)

This paper set emerged from an international symposium that aimed to shed light on issues associated with the enactment of inquiry both as means (i.e., inquiry as an instructional approach) and as ends (i.e., inquiry as a learning outcome) in precollege science classrooms. The symposium contributors were charged with providing perspectives from…