Recommends a number of techniques and transitional activities to bridge the gap between traditional cookbook activities and the type of inquiry envisioned by the National Science Education Standards. Includes discussion on techniques related to safety and the habits of good scientists. (DDR)

Presents two simple and reliable ways for measuring protease activity that can be used for a variety of investigations in a range of biology class levels. The investigations use protease from a variety of sources. (DDR)

Suggests that further changes to the science curriculum should take place and argues that strategies for change must recruit the energies and talents of teachers if they are to be effective. (JRH)

Explores the current images that students have of scientists, student perceptions of science study in school, and student awareness of their use of science outside of school. Fifth grade students (N=117) were the subjects of this study that asked students to sketch scientists and school science. (DDR)

Describes using performance tasks as an assessment method to evaluate student achievement. Explains how to build a task-specific rubric and provides a list of do's and don'ts for teachers. (YDS)

Points out the importance of an understanding of a sense of scale and presents an activity that uses distance or time as a measure. The activity illustrates for students what the universe would look like at various scales. (DDR)

Correlates high school chemistry curriculum with high school algebra curriculum and makes the case for an integrated approach to mathematics and science instruction. Focuses on process integration. (DDR)

Explores the process of curriculum mapping from the perspectives of the teacher, the department, and the district. Presents a four step process and an example of a curriculum map. (DDR)

Discusses the New Orleans Center of Science & Mathematics, an alternative high school with an activity-based curriculum specializing exclusively in mathematics and science courses for inner-city students. (PKP)

States that tracking, or the study of changes in landscapes, offers clues that give us a direct experiential connection to the past and consequently enriches our appreciation of how the present came to be. Discusses tracking animals and footprints, tree tracking, and geomorphology or landforms. (AIM)

Explains the design and development of curriculum materials that ask students to think about physics from a different view. These group-learning classroom materials specifically aim to bring about improvement of student understanding of sound waves. (Contains 29 references.) (Author/SOE)

Explains the effect of students' epistemological beliefs on their approach to physics courses. Discusses instructional practices and curricular elements suitable for both college and high school that help students develop substantially more sophisticated beliefs about knowledge and learning as measured by the Maryland Physics Expectations Survey…

Describes inquiry as an instructional method from an historical perspective and discusses reasons why inquiry has rarely been successfully implemented in science classroom settings. Introduces an inquiry model, discusses coupled inquiry, and addresses the issues of control over content and curriculum. (YDS)

Describes learning requirements and assessment in Washington State. Explores teachers' perceptions of the Washington Essential Academic Learning Requirements (EALRs) and the relationship between standards and science instruction. (Contains 39 references.) (Author/YDS)

Describes a graphical method stressing the asymmetry of the classical Doppler effect in a one-dimensional case. (YP)