Describes the four major phases of a science project to create a school-site native plant habitat: (1) planning the habitat area; (2) constructing the habitat; (3) writing the related curriculum; and (4) providing inservice programs to other interested science teachers. (MDH)

What teaching practices foster inquiry and promote students to learn challenging subject matter in urban schools? Inquiry-based instruction and successful inquiry learning and teaching in project-based science (PBS) were described in previous studies (Brown & Campione, [1990]; Crawford, [1999]; Krajcik, Blumenfeld, Marx, Bass, & Fredricks,…

Perspectives are domain-specific strategies employed by experts in a specific field to formulate and investigate questions. Such strategies may therefore serve as good models for acquiring knowledge. Based on this premise, we developed the perspective of form and function, as used by both biologists and technical designers, into a tool for…

In New Zealand and internationally claims are being made about the potential for information and communication technologies (ICTs) to transform teaching and learning. However, the theoretical underpinnings explaining the complex interplay between the content, pedagogy and technology a teacher needs to consider must be expanded. This article…

The study reported in this article draws upon data collected for the programme "Increasing the Efficiency of Mathematics and Science instruction" (SINUS-Transfer), a professional development project in Germany. This programme's approach requires teachers to improve their teaching in a cooperative manner and with regard to pedagogical…

Science projects which can be used by high school students who have minimal experience with computers or electronics are presented in this book on laboratory interfacing. These laboratory interfacing projects include either the connecting of measuring instruments directly to a computer or using a computer to control external devices. All of the 14…

Children with special learning needs participate fully in the authors' science classes every day; their job as teachers is to bring about meaningful science connections for all students, including those who do not communicate their knowledge most effectively through the ways most typically associated with classroom learning (i.e., reading,…

We examine the science and pedagogy behind a historical approach to the professional development of pre-college science (primarily biology) teachers. Our intention is to reach professional scientists, who, as a group, are uniquely qualified to provide experience and insights essential to this approach. The underlying research for this article has…

Science fairs have the potential to help students develop new ways of solving problems using a scientific approach. This document is intended to be used by junior high students in planning and developing a science fair project. Several suggestions are offered to help students decide on a project, with a listing of 60 topical areas in science…

This monograph is the first attempt to collect and share some of the teaching techniques, activities, and ideas of former recipients of the Outstanding Biology Teacher Award. The lessons are organized into topical themes to facilitate their incorporation into standard curriculum. The manual is divided into two main sections, "Labs" and "Ideas."…

A workshop was organized to: (1) exchange ideas, views, teaching materials, and experiences between all individuals involved in present science education projects; (2) familiarize staff of the Lesotho Science Pre-Entry Course (LESPEC) with the working situation in these types of projects; and (3) start discussions of policy matters related to the…

Science fairs have the potential to help students develop new ways of solving problems using a scientific approach. This supplemental guide was developed for those teachers involved with science fairs as well as others who work with students in developing a project. Several reasons for holding a science fair are listed, along with some…

This document contains materials used in a model industrial technology program that introduced technology into the curricula of elementary, middle, and high schools in three sites in Ohio: the Central site (coordinated through Ohio State University); the Northeast site (coordinated through Kent State University); and the Northwest site…

Today, teachers face more challenges than ever, and biology teachers face a special challenge. As technology continues to expand, biology teachers have a responsibility to keep students informed of technological and scientific advances. Biology teachers must also address ethical issues associated with these advances. In this paper, the authors…

Although many states in the United States are adopting policies that require all students to complete college-preparatory science classes to graduate from high school, such policies have not always led to improved student outcomes. There is much speculation about the cause of the dismal results, but there is scant research on the processes by…