Examined the effects of science curricula organized around topical and causal styles of discourse on 46 eighth graders. Found that students taught with the causal style of discourse had significantly higher retention rates and could better apply their knowledge to problem-solving exercises than students taught with the topical style. (MDM)

The importance of integrating the science curriculum from elementary through secondary classrooms is discussed. An example using the topic of the sea is used to explain the difference between true integration and correlation in both elementary and secondary levels. The importance of choosing learning activities that support objectives stated in…

Provides short synopsis of biochemical education leading to a master of science degree at the University of Gulbarga, India. Discusses admissions policy, teaching methods, seminar availability, evaluation schemes, student input, current research areas and projects, and liaison with other institutions and industry. (JJK)

Discusses Joseph Schwab, a reformer who worked on the Biological Science Curriculum Study (BSCS), noting how BSCS texts implemented his ideas, and the reformer Gerald Holton's ideas, arguing for a science curriculum that includes social dimensions, attitudes associated with inquiry, and processes employed to construct scientific knowledge. (SM)

Presented are the findings of a naturalistic case study of science teacher thinking. The role of personal practical theories and curricular and instructional decisions is discussed. Suggested implications of understanding personal theorizing of science teachers and science teacher educators are included. (KR)

Explains how radiographs (from X-rays) can be used in elementary and middle-school curricula. (PR)

In this two-year study with elementary teachers, using a supplemental science instructional resource, "Superscience," it was found that teachers' internal beliefs about what will benefit their students are linked to the external constraints of their students' interests and the expected curriculum. Teachers were not likely to use the…

Surveyed 232 college students in an introductory biology course on their attitudes and perceptions on aspects of biology that they should have covered in high school science. Results indicated majority of students felt very or somewhat familiar with the topics covered in the survey. A sizable majority of students were only somewhat familiar with…

Presents a series of exercises to help students understand the importance of the limits of taxonomic keys and to identify the appropriate levels. Introductory activities include having students classify screws, "gummy bears," and beans. (PR)

Describes the "Physics by Inquiry" course that is designed to address student misconceptions. Explains how the course was taught at the University of North Carolina at Greensboro for teachers and how it was taught at Ohio State University for elementary-education majors. Concludes the course is exportable to many different environments…

The National Science Education Standards (National Research Council [NRC], 1996) call for a greater emphasis on scientific inquiry in K-12 science classes. The Inquiry Standards recommend that students be engaged with scientific questions in which they collect and interpret data, give priority to evidence to construct explanations, test those…

This study examines the effects of a teaching method using 3D virtual reality simulations on achievement and attitude toward science. An experiment was conducted with fifth-grade students (N = 41) to examine the effects of 3D simulations, designed to support inquiry-based science curriculum. An ANOVA analysis revealed that the 3D group scored…

This article describes the influence of recently adopted high-stakes testing on the curriculum and instruction of 12 secondary science student teachers (or interns). The study, which used a postpositivist, qualitative method with researcher as participant as the university supervisor, focused on interns' abilities to implement hands-on,…

The development of beginning teachers' practice during a school placement is a multiplicity of mediated interaction between university and school based systems. Both systems have the common aim of training effective teachers. However day-to-day internal institution matters can cause tension between the learning goals set out for the beginning…

Trying to implement interdisciplinary geoscience curriculum materials in geography and science education we asked how they fit into teachers' existing practices, their needs for support and strategies to plan instruction. The focus of our case study has been the identification of the goals teachers pursue with the materials, of strategies for…