Presents a teacher's reflection on his teaching using two different perspectives. The first perspective uses the cognitive apprenticeship metaphor as a tool for analyzing and understanding teaching. The second, a methodological perspective, uses conversational analysis to arrive at microanalytic descriptions and conceptualizations of teaching. (PR)

Compares the effectiveness of two instructional models in bringing about a valid understanding of science concepts in prospective elementary teachers. Describes the two instructional models; an expository model and a learning cycle model. Concludes that college students understandings of science concepts may be improved using a combination of the…

Determined if the number of operational questions asked by fifth- and sixth-grade students (N=72) increased by teacher modeling or by practice at writing such questions. One finding is that students experiencing two types of teacher modeling asked more operational questions than students in a control group. (JN)

Ideational pluralism refers to "disagreements which occur between teacher and students as to which facts and positions are acceptable when dealing with issues in science classrooms." Discusses why ideational pluralism exists; related theory (logical and philosophical aspects); rationale for addressing the topic; positive and negative…

Argues that Venn Diagrams are powerful probes of students' understanding of the meanings of terms and the relations between concepts. Examples of the various classroom contexts in which the diagrams can be used are provided. (JN)

Using ordering tasks in which 51 grade-12 students arranged fragmented text passages, it was observed that students produced a high number of texts with top-level structures that employed minimal organizational components and had recourse to local coherence criteria to organize the text. (PR)

Examined the feasibility of using two microcomputer simulations to improve preservice elementary teachers performance in the formation and testing of hypotheses. Considers the effects of mode of computer instruction and cooperation on the acquisition of skills. (CW)

The methodological issue of qualitative versus quantitative research is addressed, and the argumentation of research using interview methods for research is explored. Warrants of the type that are used in arguments generating conclusions from interview data are included. (KR)

Analyzes three approaches (physical, mental, combined practice) to improving freshman chemistry psychomotor laboratory skills. Although no significant differences were found between treatments, there were significant differences when each was compared to the control sections. Mental practice appears to offer an efficient methods for reinforcement…

Compared 2,500 13- and 17-year-old students in the United States with 350 13-year-old and 340 17-year-old students in Israel using test items from the 1976 National Assessment of Educational Progress (NAEP) efforts. The study was designed to examine the results of school science upon affective outcomes of instruction. (JN)

Describes the Iowa science-technology-society (STS) models and goals. Characterizes and gives examples of using the STS approach in classrooms. Reports the results of four studies that have assessed the outcomes of learning with STS instruction. Identifies some problems concerning the future use of STS in schools. (PR)

Explains the "deliberative inquiry model," a strategy developed for investigating science education in Canada. Assumptions of the model are addressed, with information on position papers, curriculum policies, textbook analysis, teacher surveys, and case studies provided. Indicates that the project has created momentum for deliberation…

Describes strategy analysis procedures which enable preservice teachers to implement science lesson segments in a manner that was consistent with strategies incorporated into science teaching models. Conformity to the model was uniformly high for phases related to preparing the learner, investigation planning, and data processing. (JN)

Discussed are the implications of the three main stages of conceptual change--"awareness, disequilibrium, and reformulating"--on misconceptions of grade 10 students in Israel. The difficulties and problems encountered with the procedure are included. (KR)

The premise of this report is that only the science-technology-society (STS) effort offers the potential for meeting the challenge of science for a general education. Presents the goals of STS issue-based instruction. (PR)