This document presents a discussion of the postulated mechanism that leads to the materialization and dematerialization of matter and to antigravity. The mechanism also explains why an orbital electron does not radiate energy, in contradiction to classical electromagnetic theory. One of the paradoxes of special relativity is explained. A new model…

This study initiated in 1950, tested two hypotheses: (1) that as elementary school children progress through school their concepts of terms and principles in science become more correct, and (2) that elementary school children in 1964 would be more correct in their concepts of scientific terms and principles than similar children were in 1950. An…

A level of organization schema is presented which uses the concept of the organism as the pivotal unit and emphasizes biological relationships. (BB)

Describes a science activity which allows secondary level students to discover the law of refraction. (SL)

Offers a model of scientific thought based on the multidisciplinary integration of the sciences. Stresses the importance of constructions/deconstructions of meanings, codifications/decodifications of symbols, and structurations/destructurations of conceptual operations in the development of scientific thought and in the modification of human…

Discusses issues surrounding the movie "Footprints in Stone," providing background information about the footprints. Notes that the rules for establishing knowledge in science are different from those in other fields, such as religion, and emphasizes the need for biology teachers to be aware of the tactics of creationists. (JM)

This book presents a report on the nature and value of scientific research and with the increasing trend in evidence-based education, explains the similarities and differences between scientific inquiry and inquiry in other disciplines. Contents include: (1) "Accumulation of Scientific Knowledge"; (2) "Guiding Principles for Scientific Inquiry";…

Researchers, educators, and science education organizations have accepted the importance of developing informed conceptions of the nature of science (NOS) among students. Despite attempts to improve both students' and teachers' perceptions of the nature of science, research shows that the desired understanding has not been attained. Evaluation of…

The National Science Education Standards (NSES) emphasize the use of models in science instruction by making it one of the five unifying concepts of science, applicable to all grade levels. The NSES recommend that models be a focus of instruction--helping students understand the use of evidence in science, make and test predictions, use logic, and…

Science educators have identified the development of accurate understandings of the nature of science as an instruction goal for nearly a century. Unfortunately, science instructors are unlikely to focus on the nature of science in content courses and the nature of science lessons are generally relegated to the methods courses where they are…

Knowledge mapping is expected to measure deep conceptual understanding and allow students to characterize relationships among concepts in a domain visually. This research examined the validity of knowledge mapping as an assessment tool in science. The approach to investigating this validity was three-pronged. First, a model was outlined for the…

This case study of learning explores the relationship between a chemistry teacher's instrumentalist perspective on the nature of science, the classroom culture that flourished through curriculum enactment during the course of a school year, and development of perspectives on science by his students. An ethnographic methodology was employed, with…

This position statement begins with an outline of the meanings for terms that are central to the session topic at which this paper was presented: inquiry, inquiry learning, scientific inquiry, and scientific method. The central issues of inquiry's place in science education and as a more general educational approach are then discussed. Finally,…

Author examined the community college, which he believes has the peculiar assets and potential to meet the need for providing a liberal education for large numbers of Americans. (Author/RK)

Discusses the physical properties, sources, physiological effects, and legislation pertaining to noise, especially noise characteristics in the community. Indicates that noise reduction steps can be taken more intelligently after determination of the true noise sources and paths. (CC)