Provided is a perspective on the teaching of a unit on the Earth in space. The themes to be found within the unit, approaches and resources that can be used for teaching and learning the subject, and some of the typical ideas that children hold about astronomical subjects are provided. (KR)

The situation regarding each Australian State's secondary physics syllabi are summarized. The planning directions necessary to keep such syllabi relevant to the changing needs of Australian secondary students are discussed. Factors influencing the implementation of these physics courses are described. (KR)

Discussed is how modern physics is usually approached via the photoelectric effect and how this can lead to a physically wrong picture of light. The importance of using the quantum theory developed after 1920 to explain the properties of light is discussed. (KR)

Examines problem-solving techniques used by students in French schools by testing 370 children in grades 6-9. Finds a high degree of variability in procedure selection among those tested. Results show the ability to use a standard procedure is sufficient for solving test problems. Recommends stressing cognitive flexibility. (NL)

Presents suggestions for using math performance assessments in elementary classrooms to help students develop mathematical thinking skills. The article lists National Council of Teachers of Mathematics evaluation standards for mathematics assessment and describes a number of problem-solving activities for students. (SM)

Describes a business communication classroom project designed to provide students with a framework for making ethical decisions and then to apply effective writing skills to communicate these decisions to someone inside or outside the organization. (SR)

Video cameras can be used to gather data, record the development of a project, document learning, aid in problem solving, or create a class archive. Short clips can be laced together with dialog or music without extensive editing. (SW)

Describes and suggests the use of a problem-solving model that improves communication between student teachers and supervisors through the student teaching practicum. The aim of the model is to promote experimentation with various teaching techniques and to stimulate thinking among student teachers about their teaching experiences. (PR)

Describes exercises to examine the global carbon cycle. Students are asked to predict consequences of increased carbon dioxide emissions into the atmosphere and to suggest ways to mitigate problems associated with these higher levels of atmospheric carbon dioxide. A comparison modeling exercise examines some of the variables related to the success…

Outlines 11 rules of critical thinking and offers suggestions of teaching them in biology and environmental science classrooms. (MDH)

Describes an approach to teaching the scientific method where an outbreak of cholera within the school is simulated. Students act like epidemiologists in an attempt to track down the source of the contamination. (PR)

Discusses a child-centered science project in which first-grade students integrate design drawing, construction, mathematics, and language arts to solve engineering problems related to constructing robots. Describes the construction of the robots, follow-up activities, and educational research that supports this approach to teaching. (10…

Describes activities integrating science and art education in which students examine slides of impressionist paintings or photographs of meteorological phenomena to determine the weather conditions depicted and to make and defend weather predictions. Includes a reproducible worksheet. (MDH)

It is argued that the current trend toward viewing the teacher as a facilitator of learning does a disservice to the tradition of teaching and puts the education of children at risk. Reasons why teaching should be emphasized over facilitating learning are presented. (SLD)

Offers a list of effective practice techniques for string teachers who want either to renew their own teaching techniques or refresh the techniques they have been implementing with new ideas. Believes teachers should remember that practice is unique for each student and should cater their techniques to this notion. (CMK)