Describes how the development of the National Science Education Standards occurred within a political context and through a process with political aspects and political intents. Contains 25 references. (DDR)

Concludes that serious questions should be asked about the science-education policy initiatives in South Africa. Cites the efficient and effective use of resources as the most important issue in the reform efforts. Contains 19 references. (DDR)

Finds significant positive correlations between teacher supply in one or more science subjects and the existence of a broad field-science endorsement, the number of hours of science required for a broad field-science endorsement, and the number of subjects covered by a broad field-science endorsement. Contains 44 references. (DDR)

Describes what happens when two lead teachers in a statewide reform project try to change science teaching in their schools. Illustrates the importance of patience in reform implementation and the need for sensitive study of early change within school contexts. Includes 24 references. (DDR)

Inquires into the influence of subject communities on the practice of secondary school teachers as they teach a new science and technology course that crosses traditional subject and department boundaries. Contains 20 references. (DDR)

Discusses meanings of the term "teacher research," a rationale for preparing teachers to do research as they learn to teach, and ways to educate prospective teachers as researchers. Contains 59 references. (DDR)

Explores the relationship between subject matter and secondary science teacher identity, or sense of self. Develops a multidimensional model of identity and discusses the role of subject matter in the teachers' descriptions of who they are. Contains 30 references. (DDR)

Examines how the theory of evolution was received by the scientific community at the time of its inception to provide insight into some of the difficulties that students have in learning some important biological concepts. Contains 82 references. (DDR)

Presents characteristics of a learning environment drawn from a study of a grade five teacher. Analyzes the instructional activities presented to the students in order to explore the relationship between learning goals and conceptual change. Contains 25 references. (DDR)

Reports on a year-long study implemented in grade seven life-science classes with the students' regular teacher serving as a teacher researcher. Results suggest that concept mapping may be useful in assessing declarative and procedural knowledge. Contains 43 references. (DDR)

Examines the role that elaborate analogy can play when middle school students learn a major concept from a science text. Discusses implications for meaningful science learning. Contains 59 references. (DDR)

Focuses on many alternative conceptions and nonconceptions about material related to equilibrium and thermodynamics. Uses interviews and compares the concepts from these with those expressed by experts in textbooks. (DDR)

Presents the focus of this theme issue that is devoted to examining critical, feminist, and poststructural theories and the implications these theories have for considering the ideal, a science education for all children. (PVD)

The WISE Group is a group of women who have been exploring feminism and relationships among teaching, research, and activist goals. The Call to Action illustrates the different arguments about science teaching and learning, one from a more traditional perspective and another from a feminist perspective. The primary goal of activism is to challenge…

Challenges ways in which a positivist view of science has led to hegemonic discourse on writing to learn science and highlights contradictions in this discourse. Argues for pedagogy that draws on critical, feminist, and hegemonic pedagogies and incorporates affective, creative, critical, cognitive, and diverse language practices set within…