Explores school factors associated with inclusive science instruction and evaluates the classroom achievement of students with disabilities with respect to nondisabled students in the same class. Contains 38 references. (DDR)

Describes a project in which teachers concentrate on providing hands-on learning and work with students to build a nature center. Students participate in the planning, implementation, and evaluation phases of the project. (DDR)

Presents a case for using wood frogs to study biology with students. Offers tips on where to find the eggs, how to care for them, what to expect as they hatch, and how to engage students in a study of their stages of development. (DDR)

Presents an exercise that introduces students to scientific measurements using only metric units. At the conclusion of the exercise, students eat the experiment. Requires dried refried beans, crackers or chips, and dried instant powder for lemonade. (DDR)

Introduces a method for constructing phylogenies using molecular traits and elementary graph theory. Discusses analyzing molecular data and using weighted graphs, minimum-weight spanning trees, and rooted cube phylogenies to display the data. (DDR)

Describes the use of dioramas in natural-history museum exhibits. Discusses the roots of dioramas, the process of creating an illusion, the purposes of dioramas, and criticisms of the use of dioramas. Contains 20 references. (DDR)

Describes science activities for preschool through primary-grade children, focusing on goals of science education, science processes, and characteristics of high-quality science activities. Notes that hands-on activities explore scientific concepts such as volume, gravity, heat conductivity, and condensation. (KB)

Originally marketed as a personal organizer for mobile business executives and ardent technophiles, the handheld computer is beginning to catch educators' notice. A handful of school districts are piloting large-scale use of these portable devices, ranging in price from $149 to $450. (MLH)

Discusses inquiry and how asking questions, answering the questions, and arguing the answer should be. Provides examples of inquiry investigations and make recommendations for inquiry-based teaching approaches. (YDS)

Introduces a bubble activity to teach about the nature of molecules, surface tension, light waves, and color. Explains how to make the bubble solution and includes a lab worksheet with answers to the questions. (YDS)

Describes an alternative assessment approach to measure the knowledge and skills of students at the end of a hands-on, process-, and concept-oriented science program. Four segments of the evaluation are: general knowledge, laboratory skills, critical thinking and problem-solving skills, and teacher-specific assessments. Emphasizes retention of…

Presents an argument for inquiry-based activities and defines science as talking to the material world. Discusses the notion that a hands-on activity is an inquiry-based activity only if a dialog with the material world takes place. (DDR)

Describes a lab involving a cloud formation activity that uses the constructivist learning model to get students more involved in creating the lab. Enables students to develop a greater understanding of the concepts involved and more interest in the lab's outcomes. (JRH)

Argues that active learning is the way to engage students in learning biology. Discusses the use of constructivism in biology instruction, resistance to cooperative learning, creating constructivist-based activities, and grading cooperative activities. Contains 18 references. (DDR)

Presents photosynthesis as a dynamic demonstration requiring student participation. Depicts photosynthesis as sequential and is scripted in two acts. (DDR)