Presents a case for a more flexible and realistic explanatory practice in the family studies field, discussing descriptive, conceptual, and theoretical approaches. Discusses the phenomenon of explanation itself, and adopts ideas from the domains of the philosophy of science, mathematics, and related social sciences. (JPS)

This study evaluated the knowledge of Level 1 and Level 2 rules of perspective taking by 18 8-year-old children (either congenitally blind, congenitally low vision, or sighted). All children understood Level 1 rules; their knowledge of Level 2 rules (that a heterogeneously sided object will appear differently to viewers from different sides)…

Examined whether infants believe that size of a moving object striking a stationary object will affect how far the stationary object is displaced. Found that the infants did believe the size of the test cylinder affected the length of the test object's displacement and that they used the initial familiarization event to calibrate their predictions…

Describes an approach that motivates preservice teachers to become involved in the scientific experience. The approach involves a science demonstration or activity that is done both in and out of class in which students report observations using a Vee diagram. Includes assessment procedures. (DDR)

Argues that when the subject is the distortion of race and the promulgation of bias and stereotyping, even high-quality books are inappropriate for teaching and developing political debate. How these types of books have actually done more harm than good is explained with particular focus on "The Bell Curve" (Herrnstein and Murray, 1994)…

Examines development of representational thought from the perspective of Jean Mandler's image-schema theory and an action-theoretical approach derived from Piaget's theory. Concludes that empirical findings fail to support hypotheses of early onset, and that representational development is more adequately interpreted within the context of an…

Responds to the argument that science education has to be a purposeful induction going beyond personal experience and personal knowledge. Speculates about what kind of intervention is appropriate and when. Contains 18 references. (DDR)

Argues that misunderstanding about the purpose of the salt bridge probably arises from a lack of explicit and adequate information in textbooks. Suggests a detailed teaching approach that describes the purpose of the salt bridge on the microscopic level. (DDR)

Discusses convergence between instructional practices suggested by research on achievement motivation and practices promoted in mathematics-instruction reform literature by focusing on fourth- through sixth-grade students (N=624) and their teachers (N=24). Concludes that the instructional practices suggested in the literature of both research…

Studied conditions conducive to conceptual growth and those conducive to procedural growth in student hypothesis testing in science by studying 216 Scottish elementary school students. Results suggest that problems can be overcome when students debate their conceptual knowledge and reach consensus and subject their consensual positions to…

Describes an instructional framework "zooming in and zooming out" that helps teachers scaffold student learning of important vocabulary and concepts in social studies. Describes procedures for implementation, depicting a lesson used by a fifth-grade teacher to discuss readings about Harriet Tubman. (SR)

Recommends play activities in which children look, listen, taste, smell, and touch. Includes appropriate ages for activities and gives directions for several games, including peek and seek, water play, bean bags, and hot potato. (DLH)

Describes and evaluates an elementary science methods course in which the nature of science and scientific inquiry are embedded and explicitly taught. As a result of the course, incoming conceptions of science as primarily a body of knowledge changed to a more appropriate, blended view of science as a body of knowledge generated through the active…

Examines how 20th century philosophers of science have influenced current physics educational research. Examines the introduction of a study of these philosophers in several courses, including the calculus-based introductory physics course on optics and modern physics. Concludes that students seem to have made a marked improvement in their…

Considers individual students' progress as they use tools, discuss data distributions, and interact with teachers and their peers. Suggests that data display tools provide a partial context for discussions but do not constrain the students' interpretations or the way they reason about the data. (Author/MM)