Presented is a paradigm for science education research. The paradigm advances the reception learning theory, where regularities to be learned are presented explicitly to the learner. A tool for the study of knowledge production in science education, the Gowin "V," is presented. (RE)

The paper presents a discussion of a theory of intelligence which postulates that intelligence develops rather than that intelligence is an innate ability possessed in full measure at birth. Discussion of unresolved issues surrounding their theory is presented. The effect of such a theory on science teaching is discussed. (RE)

The paper focuses on problems science educators and researchers must face before the advantage of paradigms can be realized. Examples of the role of paradigms in physics research are presented. A critique of paradigm use in physics is presented. Future variations of paradigms for science education are discussed. (Author/RE)

The first part of the paper describes the nature of scientific revolutions and how paradigms of scientists drive these revolutions. Against their background, the second part describes studies of the impact of paradigm-based research on the classroom. The third part speculates on the likelihood of a science teaching revolution. (Author/RE)

Compared selected teacher beliefs and verbal behaviors among secondary science and mathematics teachers. Teacher beliefs included teacher responsibility for student success and failure. Comparisons were made for these categories of teachers: (1) science/mathematics; (2) junior/senior high; (3) teachers of advanced/basic courses; and (4)…

Determined the effects of reasoning, use of models during testing, and sex type on posttest achievement in chemical bonding under controlled instruction. Indicates that chemistry students' (N=84) reasoning capabilities influenced performance; other variables were not significant. Other conclusions are noted and discussed. (DH)

Examined the problem-solving performances of novices (11 undergraduates) and experts (9 graduate students and instructors), comparing them in terms of background expertise and problem-solving success. Also examined problem-solving behaviors reported in other domains and determined whether or not genetics is a fruitful area for problem-solving…

Determined whether natural history museum visitors (N=234) were attracted to hands-on exhibits or to identical "no-touch" exhibits. Results indicate that a significant number of visitors preferred the manipulatable settings and that children preferred to engage in hands-on experiences more than adults. Additional findings are reported and…

Develops a way to conceptualize the complementarity of quantitative and qualitative research in science education, demonstrating through analysis of examples that qualitative and quantitative research reports follow the same pattern of argument, although the metaphysical roots behind their methodologies are obviously different. (Author/SK)