To date no instrument has been developed to effectively examine the wide variety of informal experiences a child may encounter. Develops and field tests such an instrument called Informal Learning Opportunities Assay (ILOA) which was administered to 2128 middle and high school students. Indicates that ILOA was found to be ethnically neutral,…

Demonstrates how functional language analyses differentiate explanation types and specify language features relevant to the effectiveness of texts in apprenticing students to the language forms of scientific English. Illustrates key differences between different types of explanations, then sample text analyses show how language features index…

Describes a framework for identifying and classifying students' alternative conceptions and unscientific patterns of reasoning within a particular scientific domain. Provides a basic system for indicating how much researchers know about students' non-scientific conceptions and reasoning. Suggests how the framework may prove useful for…

Develops a perspective based on the history and philosophy of science considerations (rational reconstruction) in order to understand the postulation of the covalent bond by Lewis. Formulates four criteria based on the perspective and evaluates of 27 textbooks based on the four criteria. Shows that most textbooks lacked a history and philosophy of…

Describes how children switch from intuitive to scientific methods of explanation of motion when the numerical conditions in the presented problem are changed. Investigates a case study where significant numbers of students appear to draw on different models of motion. Indicates that many students exhibit combinations of Aristotelian-like…

Provides an historical look at the concept of evolution. Discusses prehuman primates, early humans, the emergence of Homo, the Neanderthals, and the origins of modern people. (ASK)

Discusses ways of advancing understanding of evolutionary biology which seeks to explain all the characteristics of organisms. Describes the goals of evolutionary biology, why it is important, and how it contributes to society and basic science. (ASK)

Discusses Social Darwinism, the natural behavior of humans, and evolution using a question and answer format. (ASK)

Explores accounts of the ways in which supernatural agents formed the earth and peopled it. These origin myths describe how the human species arose and how the earth was created. (ASK)

Discusses two misconceptions about the origins of science created by Greeks and the Christian church. (ASK)

Many believe that creation and evolution are two totally different theories. Encourages rejection of the creation/evolution dichotomy and recognition of the creation/evolution continuum. (Contains 19 references.) (ASK)

Students' religious beliefs about many topics may cause problems for teachers in science class. Focuses on the Christian religion and evolution and creationism in the schools. (ASK)

Provides information on a Capitol Hill briefing entitled "Scientific Evidence for Intelligent Design and Its Implications for Public Policy and Education". (ASK)

Discusses ways of presenting evolution in science classrooms. Presents a thematic approach on evolutionary change which meets content standards, assists teachers with scientific background, and utilizes a pedagogy that promotes student learning. (Contains 35 references.) (ASK)

Discusses what students should learn about evolution. Evaluates state science standards regarding evolution and provides letter grades for the states for their treatment of evolution. (ASK)