Presents a sample exercise developed for use in a student-driven classroom as part of a first-year, one-semester course, "Mechanisms of Biology." The approach places each student in an active role as questioner and as an intrinsic part of the course structure itself. The exercise is given on the first day of the course as a primer. (LZ)

Describes a computer-based prelaboratory lecture to replace traditional lecture. Discusses how the CUPLE method was developed, the course structure, and a typical course day. (MVL)

As optometry expands its science curriculum, teaching methods must be examined. Instructional modalities must fit teaching needs, facilitate and improve student learning capacity, and be efficient; the student must participate as much as possible; and faculty must be aware of what colleagues are teaching and be receptive to new methods. (MSE)

Describes a community-college curriculum that incorporates Socratic Dialogue Inducing (SDI) laboratories into a new calculus-based preengineering physics sequence. SDI allows for group discussion labs that emphasize the concepts being taught in the lectures. (ZWH)

Describes a middle school teacher's efforts to alter his teaching style from that of an objectivist to a constructivist approach. (ZWH)

Analyzed the commonly used science textbooks (n=8) to determine their cognitive level of questions. Among the conclusions are that there was a greater proportion of lower-level questions than higher-level questions in these books. (PR)

Offers three reasons to teach science to nonscientists--curiosity, technological bewilderment, and technological necessity, and offers some ideas on how courses addressed to these ideas ought to be taught. (PR)

Explains the importance of discussing women scientists in science instruction. Describes the life and work of Rachel Carson (1907-64), Annie Cannon (1863-1941), Estelle Ramey (1913-), and Chien Shiung Wu (1912-). (PR)

Advises new science teachers and lists Gardner's multiple intelligences and strategies for learning. Recommends providing a safe learning environment for students. (YDS)

Argues that science education is a fundamental tool for global education and that it must be introduced in early years as a first step to a scientific culture for all. Describes testing validity of a didactic strategy for developing the learning of concepts, which was based upon an experimental work approach using everyday life contexts. (Author)

Describes science curriculum for elementary children which incorporated Vygotskian approach to development of students' ability to engage in persistent, systematic inquiry. Discusses three factors: (1) instruction began by introducing ideas that are central and general to the discipline; (2) students invented and adapted cultural tools for…

Challenges some commonly-held beliefs about what primary children can and cannot learn about astronomy. (Contains 16 references.) (Author/WRM)

Describes the development, implementation, and results of a pond life elementary student research project. Utilizing the pond life example, provides guidelines for children's research projects including the implementation of the K-W-L (know-want to know- learned) strategy with the children's reports/projects. Provides resources utilized in the…

Studies how the cultural context of curriculum policy relates to what students are taught in the classroom by using data from the Third International Mathematics and Science Study (TIMSS). Explores how what constitutes school science varies from one culture/nation to another, and that these differences pervade all instantiations of curriculum.…

In the autumn of 2004, an interdisciplinary social science course entitled "Remembering, Forgetting and Forgiveness: Justice and Reconciliation from the National to the International" was offered to undergraduate students at the University of Tampere, Finland. The course had 49 students from 10 different countries on three continents. A…