Explores the ways in which current constructions of the formal peer review process in the science education community truncate the participatory research process. Shares a story of participatory research in an urban middle school. (Contains 32 references.) (DDR)

Analyzes the 'publish or perish' enterprise focusing on the origins of editorial power and knowledge. Explores how tenure, promotion, and salary decisions are important elements that accrue power and knowledge for journal editors. (Contains 26 references.) (DDR)

Explains that the approach to take regarding the peer review issue is to reconsider what is meant by merit in educational research and to train upcoming researchers to expand their ability to judge merit. (Contains 25 references.) (DDR)

Suggests that even if the use of the Internet leads to significant changes in peer review, there is no value-free scientific knowledge and evaluation that are separate from predominant paradigms. (Contains 16 references.) (DDR)

Consists of a metalogue between two authors in which critical issues associated with peer review are identified. Highlights theory and practices that are salient to the continued improvement of science education. (DDR)

Describes a support program, the DATA project of Queen's University in Belfast, which was devised to develop student teachers' abilities to teach astronomy with emphasis on the promotion of student teachers' pedagogical content knowledge. (Author/KHR)

Informs teachers about using concept maps as a learning tool and alternative assessment tools in education. Presents research results of how students might use concept maps to communicate their cognitive structure. (Author/KHR)

Describes the features of and assessment instruments for a new conceptual physics course for non-science majors called 'Wonders of Technology', developed at the Virginia Commonwealth University. (Author/KHR)

Describes reform efforts in science education in Pakistan through the early 70s until now. Focuses on the Science Education Project-II. Indicates expected outcomes such as physical facilities, scholarship programs, staff development, and curriculum improvement. (Author/KHR)

Identifies what "urban science education studies" means and reviews 46 articles representing the nature of urban science education based on the questions asked, research frameworks, guiding assumptions, and findings. Discusses educational equity and challenges regarding policy and enactments, goals of school science, and what to teach in science.…

Explores the research on argumentation in science education by focusing on two questions: (1) what should constitute argumentation?; and (2) what does research say about classroom conditions that promote, nurture, and sustain argumentation practices among students? Discusses possible barriers to argumentation and foundational frameworks and…

Reviews science learning in higher education, specifically in engineering, and the influences of technologically-mediated approaches on the cooperative learning of practical work and science. Discusses reasons for including practical work in science education, implementing practical work in distance education, and using technology and learning…

Reviews evidence on the effectiveness of "sequence of teaching activities" on student learning and the design and evaluation of science teaching sequences. Discusses the social constructivist perspective on learning and offers a generalized approach to planning a science teaching sequence. Provides an example of how to plan an instructional…

Reports on the professional development project, the Beginning Elementary Science Teachers' (BEST), which is based on the premise that the first years of elementary science teaching can be very important in the development of long-term quality science teaching. Describes project experiences that allowed 13 beginning teachers to interact with…

Examines inscriptions in texts usually available to students in high school and undergraduate science courses in course textbooks and journal articles. Reports on the differences existing in the frequency of different types of inscriptions that appear unrelated to the interpretive competencies of the students for whom they are intended. (Contains…