Reviews recent curriculum implementation in Pakistan through the eyes of three members of a science-curriculum review and implementation team. Examines perceptions of past, present, and future science-curriculum implementation to reveal changing patterns in science-curriculum implementation. (Author/CCM)

Synthesizes the key aspects of Vygotsky's sociocultural theory of learning. Interprets classroom vignettes and child interviews from a first-grade science activity in light of Vygotsky's theory. (Author/CCM)

Explores the history and theoretical paradigms associated with writing to learn in science. Asserts that the unique features of writing in traditional scientific genres such as experiment, explanation, and report promote reflection and the production of new knowledge, especially through the formation of meaningful inferences for data. Recasts the…

Interpretive analysis of preservice teachers' writings and discussions during an elementary-science methods course identified the teachers' positivist views of knowledge, learning, and teaching as prominent tools for guiding understanding of and reaction to ideas of teaching science to diverse student populations. Discusses the impact on teachers'…

Discusses students' perceptions of using writing as a component of their science learning. Results, collected over four years, are organized to include students' perceptions of writing in science, learning, ownership, purpose, and science. These results are then discussed in terms of students' developing metacognition and epistemologies of…

Presents eight historical consensus models for teaching chemical kinetics. Models put forth by teachers and textbooks in a Brazilian secondary classroom were analyzed and discussed and found to be hybrids of the historical models. The existence of hybrid models in science teaching is proposed as a new component in science teachers' training…

Employs the concepts of taboos and noas to investigate the perceptions of science teachers of controversial topics and curriculum infusion. Describes and analyzes teachers' (n=5) Science-Technology-Society (STS) classroom practices after an STS inservice experience. Teachers' coverage of controversial STS topics appears related to perceptions of…

Describes a case study of an experienced provocateur-teacher in which the teacher's theory for science learning and teaching during teacher-student interactions was inferred from classroom observations, teacher-student discourse, and stimulated recall interviews. The teacher's instructional moves were interrelated with the components of his…

Proposes four formulations of the commonplaces of science based on distinct views of the nature of science, and explores the consequences of each. Argues that although each formulation has strengths, some commonplaces prove more comprehensive than others in capturing the essence of science for the purposes of developing curriculum, educating…

Introduces an issue that details a complex study of a science-teacher-education program whose goal was to graduate teachers who held conceptual change conceptions of teaching science and were disposed to put them into practice. Presents a conceptual framework for science-teacher education, and describes the context and major questions of the…

Describes and analyzes two science methods courses at the elementary and secondary levels for how they addressed four ideas: (1) how students learn science; (2) how teachers teach science to students; (3) how prospective science teachers learn about the first two ideas; and (4) how methods instructors teach prospective science teachers about the…

Describes and analyzes an action-research seminar for prospective elementary and secondary teachers in terms of how it facilitated prospective teachers' learning to teach for conceptual change. Contains 37 references. (Author/WRM)

Discusses three prospective elementary teachers' conceptions of teaching science and selected portions of their knowledge base in life science. Explores how these teachers' conceptions, along with their teaching actions, developed during the course of a teacher-education program. Contains 21 references. (Author/WRM)

Discusses three prospective secondary biology teachers' conceptions of teaching science and selected portions of their knowledge base in biology. Explores how these teachers' conceptions, along with their teaching actions, developed during the course of a teacher-education program. Contains 31 references. (Author/WRM)

Summarizes a complex study of a science-teacher-education program whose goal was to graduate teachers who held conceptual change conceptions of teaching science and were disposed to put hem into practice. Concludes that there are influences on prospective teachers from their content coursework that have significant implications for how they view…