Presents a version of the crush-the-can demonstration which is a hands-on activity in which students use an inexpensive, easily made holder for the can called Charlie's clamp. Includes some suggestions for the follow-up discussion. (DDR)

Reviews the educational reform and philosophy of Confucianism, the communist ideology, the psychological characteristics of the Chinese, and the Chinese language as the cultural context of school science teaching and learning in the People's Republic of China. Focuses on the effects of cultural influences. Contains 28 references. (DDR)

Details an instructional approach to understanding another culture through the use of kits that enables children to learn at their own pace. This approach focuses on similarities among and between cultures and allows students to explore a variety of science concepts and understandings. (DDR)

Describes implementation of interdisciplinary middle school environmental science curriculum units and factors associated with successful implementation. Notes that strong principal support; structural components such as the teachers having students in common and a common planning time; a strong, intact team; and time for concentrated curriculum…

Examined learning in science concepts, process, application, creativity, attitude, and world view of students participating in the Iowa-Scope, Sequence, and Coordination (SS&C) project, part of the national reform effort using the Science-Technology-Society approach and Constructivist teaching practices. Found significant differences in…

Considers the contribution psychology has made to understanding the way children learn science. Reviews the work of Piaget and the subsequent application of his theories to understanding science teaching and learning. Contains 150 references. (DDR)

Explains the philosophy that forms the basis of a high school physical science course based on astronomy and the activity-based textbook that accompanies it. Cites specific examples of misconceptions related to astronomy and recommends various diagnostic and concept change strategies. (DDR)

Reports on Project 2 from the Evidence-based Practice in Science Education (EPSE) Research Network. In this project, teachers and researchers worked collaboratively on the design of three short teaching sequences on electric circuits. (DDR)

Points out that climate change is an ideal pedagogical tool for encouraging a number of desirable outcomes in environmental education. Climate change can be used to teach about complex systems. (Contains 16 references.) (DDR)

Contends that environmental learning is possible only if all absolute criteria for judging educational or environmental worth are regarded as problematic. (Contains 45 references.) (DDR)

Presents an activity that provides a way to cover the complex topic of mass spectrometry and connects with a discussion of the 2002 Nobel Prize in chemistry. (DDR)

Summarizes the results of a meeting of activists from the field of instructional technology who consider the likely impact instructional technology will make on the future science curriculum. Contains 17 references. (DDR)

Shares perspectives on what is happening at the national level in science education reform, why reform is needed, and the role that environmental education can play in this reform effort. Contains a discussion of the recent changes in science content and instructional goals. (DDR)

Outlines the developments and outcomes of the National Association for Special Educational Needs (NASEN). Highlights the collaborative relationship with the Association for Science Education (ASE) and developments in networking and communicating. (DDR)

Presents information about the chemistry of color-changing markers. Discusses the importance of acid-base reactions and oxidation-reduction chemistry. (DDR)