Describes one teacher's approach to teaching science in preschool and discusses the advantages of experiential learning in preschool science programs. (RJC)

Presents a laboratory in which students are provided with cultures of three bacterial strains. Using the results, students will determine which of the strains corresponds to a mutant lacking a particular functional gene. (DDR)

In this project, a resynthesis of the research dealing with student performance in new science curricula was conducted using refined statistical procedures. Results generally supported earlier meta-analysis studies. (CW)

Through a review of the literature, looks at instructional and curricular issues related to the student-as-scientist model and the critical nature of the teacher's role in expanding school science activities to include this model. (SM)

Points out that a shift toward inquiry-based learning is one of the main tenants of a new approach to science education that also includes technology and the history and nature of science. Includes a sample lesson of how science educators can incorporate the Internet into the classroom. (DDR)

This paper summarizes a pair of studies titled "The Impact of Longer Term Intervention on Reforming the Approaches to Instruction in Chemistry by Urban Teachers of Physical and Life Sciences at the Secondary School Level" (William J. Priestley, Holly D. Priestley, and Joseph S. Schuckler) and "Profile of Instructional Practices…

Discusses the need to teach problem-solving skills in science. Differentiates between guided discovery, guided inquiry, guided exploration, and guided investigation. Describes how guided exploration evolved and how it can be applied to the science curriculum. Provides a flowchart for guided investigation. (TW)

Presents an account of a week of learning and instruction from a high school physics course to provide a context for discussion of the role and demands of teacher inquiry. Argues coordination of student inquiry and traditional content is a matter of discerning and responding to students' particular strengths and needs. (Author/KB)