Explains how non-native species' problems in the ecosystem can introduce fundamental ecological principles in the classroom. Provides background information on damages caused by non-native species. Discusses how educators can use this environmental issue in the classroom and gives the example of zebra mussels. Lists instructional strategies for…

Investigates the effects of environmental science classes on preservice elementary education majors using a model inquiry-oriented environmental science course that was offered to and assessed by preservice elementary education majors. The study asked (1) what learning environment profile reflects an inquiry-oriented environmental science…

Describes an interdisciplinary course centered around diverse reading material, in-class discussions, and argumentative essays. Considers the question, What does it mean to be human? The class proved to be a successful model for courses that prepare students to engage in discussions as scientifically literate citizens. (SAH)

Questions how secondary school students view science models. Concludes by recommending that teachers mold scientific modeling to their students, encourage the use of multiple models in science lessons, progressively introduce sophisticated models, systematically present in-class models using the Focus, Action, and Reflection (FAR) guide, and…

Describes the importance of consistency in goals, curriculum frameworks, assessment policies, and teaching practices to achieve the scientific literacy required in the Standards. First published in 1995. (YDS)

Reviews efforts to humanize science education by including the history of science, and reviews the rationale for including the history of science in the science education curriculum. Synthesizes a conceptual framework for examining the role of the history of science in science education and uses the framework to examine the perceptions and…

Describes the Curriculum Alignment Projects (CAPs) with the example of Bicarbonate Squeeze Play, which is an 18-week curriculum. Describes the three important outcomes of the CAPs; motivation, achievement, and teaching. Includes 16 references. (YDS)

Describes strand maps in general and in relation to the Benchmarks for Science Literacy. Examines three draft maps entitled "Evidence and Reasoning", "Scientific Investigations", and "Scientific Theories" which together represent one section of Benchmarks Chapter 1 on scientific inquiry. (Author/MM)

Describes and analyzes the role of a teacher's caring and enthusiasm in an inclusive science classroom. Reveals that this teacher's approach focuses on two major ideas: (1) Combining activity-oriented science curriculum with the building of caring relationships in her classroom; and (2) Developing enthusiasm for science and fulfilling students'…

Currently molecular structure is taught in general chemistry using three theories, this being based more on historical development rather than logical pedagogy. Electronegativity is taught with a confusing mixture of definitions that do not correspond to modern practice. Valence bond theory and VSEPR are used together in a way that often confuses…

Presents a study investigating the relationship between teachers' beliefs on the goals of contemporary science education and their teaching practices. (Contains 33 references.) (YDS)

Discusses schools' relevance in developing environmental awareness in young children. Explains that the primary-level national curriculum and the Mexican educational system are working toward an environmental policy. (Author/MM)

Analyzes the role of science curriculum materials in educational reform concluding that materials can and should play a vital role. Concludes also that the use of new curriculum materials must be accompanied by transformative professional development in a supportive school and community environment. (Author/MM)

Discusses the importance of inquiry and discovery in science and mathematics education. Presents three science problems for students to develop their own solutions. Concludes that curriculum materials must engage and support teachers in the process of integrating mathematics and science. (ASK)

Attempts to solve the problem of hidden structure in school chemistry. Argues that normal chemistry education is isolated from common sense, everyday life and society, the history and philosophy of science, technology, school physics, and chemical research. (Author/CCM)