Describes the personal thoughts, or everyday thinking, of high school science students about a question relevant to science: What is Nature? Finds that a rich breadth of perspectives typically characterized any one student's discussion of Nature, though the level of science integration within everyday thinking remained low. Contains 116…

Considers the ways in which students' activities during project work are influenced by their images of science. Finds that the concept of "epistemic demand" may help in anticipating difficulties students might have during science project work, and that students' images of science are developed as a result of implicit and explicit…

Argues that citizens need to recognize that science is a human social activity like any other. Calls for socially responsible science and a public mindful of its strengths and weaknesses. Explores two case studies of public construction of knowledge about controversial health-related issues to illustrate the problematic nature of public…

Redefines "Jensenism" in terms of the personal qualities and beliefs that have made Jensen a researcher of note, including tackling controversial topics with empiricism. Illustrates these aspects of "Jensenism" by recounting personal experiences with Jensen and his research. (SLD)

In addition to establishing the relationship between reaction time (RT) and intelligence, Jensen has explored the role of intraindividual variability and its genetic basis. Jensen's theories blend facts from behavioral research on RT with neurological events. (Author/SLD)

Examines the role of empirical evidence in the interpretation of psychological and epistemological aspects of Piagetian theory. Concludes that Galileo's method of idealization has important implications for the construction of a neo-Piagetian epistemological theory. Contains 35 references. (Author/WRM)

Develops a history and philosophy of science framework based on a rational reconstruction of experimental observations that led to the Millikan-Ehrenhaft controversy, and evaluates 31 chemistry books for coverage of the controversy. Finds that most books lacked a history and philosophy of science perspective and did not adequately address several…

Argues that science students should be taught to acknowledge the parallel structure of knowledge and belief, and recognize that science requires a presuppositional foundation that is itself not verifiable in order to reintroduce a valuable discussion on the meaning of science and its impact on life. (Contains 87 references.) (Author/WRM)

Describes a high school biology curriculum designed to give students opportunities to learn about genetic inquiry in part by providing them with authentic experiences doing inquiry in the discipline. (Contains 29 references.) (Author/WRM)

Discusses the issue of teaching evolution to middle and high school students and parent objections to this matter. Describes a curriculum resource book entitled "Teaching about Evolution and the Nature of Science" that was written for parents, teachers, and community leaders and is endorsed by the National Academy of Science's Center for Science,…

Argues that there is a sense of mystery that lies at the core of science. Recounts some experiences that reinforce this view and points out that science does not need a "sugar coating" for students to appreciate the subject. (DDR)

Recommends using the history of the Kaibab deer as an example to teach about how scientific ideas change. Provides information on the history of the Kaibab deer starting from 1980s. Discusses implications for teaching biology. (YDS)

Conducted a textual analysis of Darwin's diary version of his observations of his oldest child and the published paper based on these observations to compare the degree to which Darwin identified himself in the two as detached observer or as embodied participant. Found that the embodied, relational vision evident in the diary version was absent…

Surveys middle level female students (n=215) for their perceptions about the nature of science and the nature of the science classroom learning environment. Methodologies used in the study focus on the mental constructs that girls create from those perceptions as opposed to the views gained through teacher report, classroom observation, or…

Discusses treatment of 'the nature of science' in the National Curriculum of England and Wales. Offers analysis based mainly on texts of the various policy documents that have been produced since 1989. Claims that two conflicting versions of the nature of science can be detected within these documents, one essentially empiricist, the other…