Describes the effectiveness of an intervention training and draws attention to the most important factors to be considered in developing inservice programs for the promotion of Science and Technological Literacy (STL) teaching skills. Concludes that teachers who acknowledged the need for teaching social skills in conjunction with science concepts…

Addresses bloodborne pathogen hazards in the laboratory. Provides specific recommendations for preventative measures and information about legal issues involved. (MM)

Reports on an action research project in the Philippines including a description of the action research. Describes the design, development, and evaluation of a curriculum in general science for science or mathematics teachers at elementary and secondary levels. (MM)

Investigates preservice elementary school teachers' perceptions of the changes in science teaching and learning over time and integrating these with educational technology. (Contains 13 references.) (YDS)

Investigates the effectiveness of two teaching methods on students' achievement and attitudes toward science. Assigns a unit on living organisms and uses both a traditional teaching approach and the jigsaw cooperative method, and uses a 20-item multiple choice test to evaluate student achievement. (Contains 14 references.) (Author/YDS)

Explains the difficulties physical chemistry faculty experience during their initial year of employment due to lack of experience in teaching. Investigates common problems faculty experience and offers possible solutions. (Contains 13 references.) (Author/YDS)

Explains the reasons for allergies to latex gloves and includes suggestions for individuals at risk. (YDS)

Discusses the educational discrimination females face in India. Explains the Scientific and Technological Literacy (STL) initiative recognized by the United Nations Educational, Scientific and Cultural Organization (UNESCO) and a project targeted to make science friendly for girls in India. (Author/YDS)

Reports on the USA Science/Industry Advisory Board Meeting which was held October 8-9, 2001 in Uniqema, New Castle, DE. Discusses industry and science education interactions. (Author/YDS)

Explores how case methods may be used to foster habits of praxis--that is, critical, reflective practices that enable beginning teachers to adapt to the many diverse contexts they will encounter in the field. Results suggest that student teachers: (1) understood an associated analytical framework; (2) effectively analyzed curriculum and pedagogy;…

Features the use of case-based pedagogy as a context for exploring science teacher education reform. Suggests that science teacher education reform is a complex process characterized by the individual and collective narrative histories of teachers. Implications from the study emphasize that case-based pedagogy can serve as the basis for critical…

Examines the intersection of two key reform ideas in science teacher education--professional teaching standards and the use of case methods. Tracks the historical development of what can be called second wave teaching standards and describes how those standards can be exemplified through multimedia web cases of science teaching. (Author/MM)

Multimedia cases are perceived as bridging the gap between theory and practice in teacher education. Examines how multimedia cases can stimulate reflective thought among preservice teachers. Employs Gestalt psychology as a theoretical lens to examine how seven preservice teachers work with a multimedia case. Concludes that there is still much to…

Explores the potential of science teaching cases to deepen teachers' content knowledge and pedagogical content knowledge. While many teachers began discussions without a clear understanding of certain key concepts, after a two-hour case discussion and brief hands-on activities, they collaboratively developed a deeper understanding of the content.…

Examines ways in which knowledge might be captured, articulated, and portrayed to others. Develops an approach to articulation and portrayal based on what is called the CoRe (Content Representation), which represents the particular content/topic of the science teaching, and PaP-eRs (Pedagogical and Professional experience Repertoire), which…