Presents modeling ideas for teaching about DNA using a climbing rope, rope ladder, paper, and CD cases. (YDS)

Describes a DNA model constructed with Legos, which allows students to work cooperatively. (YDS)

Describes a cut-out 3-D DNA model, which can be used to teach about DNA structure. (YDS)

Recommends materials and makes suggestions for using information and communication technology (ICT) as a tool to support chemistry teaching and learning both in and out of the classroom. While the approaches are geared specifically towards teaching chemistry across the 11-18 age range, they are easily transferable to other subject areas.…

Considers the current use of information and communication technology (ICT) in science lessons. Poses questions regarding equipment, ICT use in instruction, and what it should and should not be used for. Focuses on a number of case studies of good practices. (Author/NB)

Extols the virtues of PowerPoint as a teaching aid yet cautions against inappropriate use of it which may cause students to learn very little. Explains a number of features of slide preparation and presentation techniques that enable teachers to give effective lessons. Includes examples of PowerPoint presentations. (Author/NB)

Explores effective ways of utilizing the Internet to teach science. Discusses classroom layout, searching techniques, downloading, copyright issues, accessibility, web-page design, and site creation. (Author/NB)

Discusses the ASE-Wellcome Trust National Conference on Citizenship Education and Science. Explores some possible approaches to achieving citizenship education through the use of print media. Links with other issues in the forefront of current debates in science education, particularly scientific literacy. (Author/NB)

Speculates on the value of science education research and outlines various factors underlying the dissemination of research. Makes some suggestions for better implementation of research results. (DDR)

Suggests that teaching should be informed by research and reports interim findings from three of the four projects from the Evidence-based Practice in Science Education (EPSE) Research Network. (Author/DDR)

Reports on Project 1 from the Evidence-based Practice in Science Education (EPSE) Research Network. In this project, a group of teachers develop banks of diagnostic questions in four science topic areas: electric circuits, force and motion, matter and chemical change, and biochemical life processes. (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)

Reports on Project 3 from the Evidence-based Practice in Science Education (EPSE) Research Network. This project explores issues surrounding the inability of many science teachers to enable students to understand the nature of science. (DDR)

Reports on a study by the Evidence-based Practice in Science Education (EPSE) Research Network that explores practitioners' views on the nature, use, and potential of science education research. (DDR)

Presents a study of student teachers' views on the value of undertaking small-scale research as part of an initial teacher education program. Results indicate that students valued and benefited from the opportunity to do research. (DDR)