Proposes a variety of criteria for evaluating the potential of natural history museum websites for enhancing student learning in science, especially in those aspects of the science curriculum concerned with processes, methods, evidence, and interpretation. Reveals a diversity of perspectives and assumptions about the scientific research undertaken…

Describes a program called Daughters with Disabilities which was created to address the fact that individuals with disabilities, especially girls, are widely under-served and under-educated in the areas of science, mathematics, engineering, and technology. Describes a program that breaks down barriers for girls with disabilities in special…

Reports on a study undertaken to determine the effectiveness of science analogies generated by pre-service teachers and whether those analogies varied according to the abstractness of concepts. Results showed a significant difference in the validity of analogies created to illustrate a process concept and those created to illustrate a structure…

Reviews empirical and theoretical issues associated with inserting computer simulations into biological instruction to help students better understand science concepts. The available empirical research on simulations suggests that simulated dissection and actual dissections typically lead to equivalent performance on achievement tests, simulations…

Reports on the development and implementation of a rubric for assessing science process knowledge in grades K-6. Presents excerpts from interviews conducted with teachers applying this rubric to assess students' science process knowledge to substantiate claims about the usefulness of the rubric as an assessment tool. (Author/MM)

Addresses the importance of quality science instruction for students with visual impairments. Discusses literature-based suggestions for modifying science instruction and instructional materials to meet the learning needs of visually impaired students and presents relevant examples in physical, chemical, and biological sciences. Addresses policy…

Reports on the design and implementation of a project-based learning environment for a graduate seminar that immersed students in a real-world context. This seminar experience was organized around the design and creation of a real-world "tangible artifact", the Internet Learning Forum (ILF), and embodied many of the design principles for…

Presents a brief historical overview of standardized testing in science including its purpose, consequences, characteristics, and evaluation. Provides a critique that is unique in that this study used national science standards to evaluate a state-mandated standardized science test. (Author/MM)

Examines factors involved in students' acceptance of evolutionary theory. A causal-comparative or ex post facto design was employed for the quantitative aspect. Concludes that there is a need to strive to provide learning opportunities that encourage high school students to find their own "place to stand" between what many perceive to be an…

Examines the influences of teacher beliefs regarding their intent to implement a variety of instructional strategies to meet the needs of different learning styles in the science classroom. Results indicate that attitude toward behavior and subjective norm influenced teachers' intent to implement a variety of instructional strategies to meet the…

Focuses on science education and attempts to articulate the expert knowledge and skills needed to prepare exemplary science teachers. Explains that before the public's mandate for scientific literacy for all Americans can be achieved, familiar views about the teaching and learning of science must often be challenged through processes requiring…

Describes the continuation of a project that used collaborative technologies to team teach elementary science methods courses across three different public institutions. Student outcomes for the project indicate positive change in comfort with technology and understanding science education issues. (Author/MM)

Describes Operation CHEM1251, an on-going project designed to implement a standards-based approach to instruction in the general chemistry curriculum at the University of North Carolina at Charlotte. Results indicate that this is the first time in five years that any day-time first semester general chemistry course section scored significantly…

Investigates students' conceptions of force, their methodological characteristics, and their most widely used theoretical foundations. Compares research carried out from 1975-1985 with later research in the period 1985-1995. (Contains 85 references.) (Author/YDS)

Identifies students' conceptions that could be categorized as scientifically acceptable and investigates the nature of any possible relationship between these concepts. Investigates 6th and 10th grade students' ideas on whether gravity acted upon a series of moving or non-moving objects in everyday situations. (Contains 41 references.) (Author/YDS)