Research has indicated that experts' subject matter knowledge structures (SMKSs) differ from those of novices in that they contain more cross-linking, interconnections, and overarching thematic elements, characteristics that are in accordance with those espoused in current reform documents. Unfortunately, teachers' SMKSs are not…

Concerns with the ability of U.S. classrooms to develop learners who will become the next generation of innovators, particularly given the present climate of standardized testing, warrants a closer look at creativity in science classrooms. The present study explored these concerns associated with teachers' classroom practice by addressing the…

In light of recent reform documents in science and mathematics, all teachers need to think more carefully about the importance, meaning, and nature of the outcomes students are to achieve. Further suggests that teachers must critically analyze any discrepancies between what they advocate instructionally and what exists in the professional…

Examines the conceptions of nature of science (NOS) possessed by a group of gifted seventh-grade students from Taiwan. Concludes that there were no significant changes in students' views of NOS after instruction, possibly due to time limitations and a ceiling effect. (Author/MM)

It became clear that a bibliography of research and theory related to subject-specific pedagogy (e.g., pedagogical content knowledge) did not exist in any central location; hence, the purpose of this bibliography. Presents a fairly comprehensive listing of what has been published on subject-specific pedagogy. (Author/ASK)

Focuses on and discusses the common knowledge concerning research design and the statistical analysis of data. (Author/ASK)

Discusses current reforms and reform documents in science and mathematics education with regard to problem solving and inquiry. Considers assessment methods of inquiry to measure students' performance relative to current reforms. (Author/ASK)

Presents opinions on science and mathematics teacher education, evaluation, and effectiveness. (ASK)

Describes an evaluation project that aimed to assess the potential of two elementary science specialists, as compared to elementary classroom teachers, to realize the reforms vision for science instruction in elementary classrooms. Indicates that specialists' views and practices were better aligned with those envisioned by current national reform…

Lists and discuses the guidelines and standards for technology use in science teacher preparation. Indicates the ways of promoting uses of technology in mathematics teacher preparation. (Author/ASK)

Examines solutions presented by preservice teachers for solving graphical and numerical problems involving the arithmetic mean. Participants presented two methods: algorithmic computation and balancing deviations about the mean. A significant difference was found between science and mathematics preservice teachers in the use of balancing…

Discusses the urgent need for projects to train college teachers. Discusses advantages and disadvantages of the current system. (ASK)

Reform efforts have renewed attention to science and mathematics integration and brought to the surface varied definitions of "integrated,""interdisciplinary," and "thematic." In an attempt to clarify the meaning of integration, eight manuscripts are presented that clearly indicate that the inconsistent use of language continues to exist and has…

Examines 5th-, 7th-, and 10th-grade students' attitudes toward school and classroom science using a questionnaire. Results indicate that, although a statistically significant relationship did exist between students' attitudes toward school and classroom science, the relationship had no practical meaning. Females were slightly more positive about…

Explores current reforms in both mathematics and science education that emphasize the importance of learning in informal settings. Suggests that informal education must include planned and purposeful attempts to facilitate students' understanding of mathematics and science in community settings other than the local school. (Author/CCM)