This paper shows that more pupils take biology than the other sciences in England. Biology attracts pupils of all abilities and girls in particular. Performance data reported suggests that the study of biology is not as effective in enhancing science performance as are the physical sciences. (CW)

Discussed are the ways that misconceptions about chemistry are acquired by presecondary children. Several recommendations for teaching chemistry to children are presented including the use of variety, hands-on experiences, critical thinking skills, and appropriate timing of concepts. (CW)

Discussed are the deficiencies of teaching laboratories in science education and the feasibility study and development of the Institute for Teaching Experimental Chemistry at Carnegie Mellon University. The primary goals of the program and its significant elements are presented. (CW)

Notes that energy is a difficult concept to learn and provides problems for many students. Stresses that if the science education community were to develop a standard nomenclature of energy-related terms, it would be possible to eliminate some of the difficulties without reducing depth of treatment. (Author/MVL)

Describes ways a teacher can depict science as a form of thinking that leads to a more consistent, coherent, and comprehensive picture of nature. Indicates that this approach to science can foster in students a better understanding of why scientific truth changes. (RT)

Discusses the orbit, motion, and phases of the moon. Describes three activities on the moon: "How Soon Can You See a Crescent Moon?"; "When is the Moon Visible?"; and "Lunar Eclipses." (YP)

Provides information for the development of a lesson which teaches students about sand, discusses facts about sands, sand studies, life in the sands, and sand activities. Includes diagrams showing the range in sand grain shape, formation of sand ripples, and sand samples from around the world. (RT)

Examines the public's lack of understanding and interest in science. Places much of the blame on the perception of science as a dense yet pristine discipline divorced from everyday concerns. Criticizes the concept of science as independent of social construction and argues for instruction emphasizing relationships between science and society. (MJP)

Explains some dimensions of scientific literacy and introduces a framework for contemporary reform. Describes some aspects of the National Science Education Standards including its advocacy for equal access to science education. (19 references) (JRH)

Provides an overview of physics teaching in Canada. Responds to questions involving the curriculum, efforts to promote gender equity, teaching methods, high school physics teachers, physics teaching organizations, and educational trends. (27 references) (MDH)

Describes a teaching assistant (TA) training program to improve quality of a college physics course. Presents the goals and structures of the physics course and the TA training program. Describes the formative evaluation procedure and its role in developing the training model. Concludes that students in the physics class valued the recitation and…

Describes a small-scale study of a course that placed emphasis on context- and activity-based science. The Salters' science course makes use of a wide range of learning strategies. Author concludes that pupils' interest and enthusiasm for school science may be increased through a combination of using pupil's everyday interests and employing a wide…

Discussed is the status of textbooks in science instruction. Described are ways in which teachers can use the textbook more effectively. A multilevel approach to science textbooks is described. A list of easy-reading science textbooks for earth, general, and physical science is included. (KR)

The relationship between process and content in children's science learning is discussed. The idea that both aspects are important in learning, especially during practical investigations, and that both should be emphasized are presented. (KR)

The ideological basis from which dissection activities spring is discussed. Speciesism, the widely held belief that the human species is entitled to certain rights and privileges, is examined as the cause for dissection activities occurring in biology classrooms. (KR)