The author and colleagues have designed an Exploration Center to supplement lecture-oriented teaching in large introductory physics courses. At the center, students perform hands-on homework problems derived from lecture demonstrations. The style of exploration problems is conceptual and open ended. Methods are discussed for integrating…

Describes similarities and differences between science and law in terms of truth, validity of facts, objectives, and research designs. Discusses ethical issues in teaching science and law and presents two case studies, Nazi hypothermia research and phosgene. (KHR)

Uses qualitative research methods to document the experiences of six technophobic students as they progressed through a technology-rich anatomy and physiology course. Analyzes data collected and condenses them into common themes. Makes some recommendations to help instructors better accommodate students who have difficulties and fear of…

Uses a university campus as the focus for a study of the entire watershed. Presents a context for incorporating pedagogical elements, interdisciplinary teaching, research experience, and active, collaborative strategies into a useful framework for undergraduate science education. (Author/KHR)

Introduces a testing method for general and organic chemistry in which students receive prepared randomized cards with a portion of a question on them to complete and then use them to answer specific test questions. Discusses the effects of this technique on each individual student's learning process. (KHR)

Presents an instrumental analysis laboratory section of a problem-based format that includes elements of authentic, investigative, and cooperative learning. Discusses students' attitudes, achievement, and effects of the problem-based instruction on the learning process and higher order thinking in laboratory students. (KHR)

Describes an engineering course for education and other nonscience majors. In this course, students integrate basic principles of applied physical science and engineering to solve authentic design problems. Discusses the nature of the interactive and problem-based instructional format and its effects on developing students' scientific inquiry…

Describes how to use collaborative groups as a teaching strategy in a 200 student introductory astronomy class for nonscience majors. Presents a brief rationale for this approach then describes the implementation process and lessons learned. Emphasizes practical information most useful for faculty starting to include collaborative group activities…

Reports evaluative data on five courses that have taken part in a curriculum reform effort called the Arizona Collaborative for Excellence in the Preparation of Teachers (ACEPT). Discusses the effects of those teaching reforms on substantial improvements in student achievement. Includes principles of effective teaching, reformed teaching…

Describes an approach to evaluating students in a seminar-style science course that involves students in the design of the assessment instrument and defense of their own performance using the instrument, taking students' performance evaluation to a level beyond measuring learning and teaching effectiveness to self-reflection and critique.…

Compares the European style of teaching with the U.S. approach to science education in terms of the level of science instruction, educational systems, school curriculums, and scientific and economic status. (KHR)

Presents a hands-on activity on the phenomenon of genetic drift in populations that reinforces the random nature of drift and demonstrates the effect of the population size on the mean frequency of an allele over a few generations. Includes materials for the demonstration, procedures, and discussion topics. (KHR)

Describes a study of college women (n=20) who participated in an experimental version of an introductory physics course that used a Physics Careers Web site. (Contains 21 references.) (DDR)

Recommends phasing as an effective approach for training future science teachers in inquiry-based teaching. The phasing philosophy originated with middle school science teachers and is presented in four phases. (DDR)

Suggests that computer science analogies can aid the understanding of gene expression, including the storage of genetic information on chromosomes. Presents a matrix of biology and computer science concepts. (DDR)