Explores ways in which two teachers' views of themselves and their students as knowers of science have an influence on classroom practices. Reports that the teachers seem to view themselves as consumers rather than inquirers in science, and produce a rapport with knowledge similar to that which they themselves experience in their classrooms.…

Examines J.T. Robinson's writings including his book, The Nature of Science and Science Teaching. Argues that Robinson's writing is heavily influenced by the then-dominant logical empiricist tradition in philosophy of science. Points out some problems with this tradition and discusses how science educators can promote an understanding and…

Explores whether older students were less ready than younger students to change their alternative conceptions. Findings indicate that after reading a refutational text, conceptual change occurred in 35% of Year 6 students and 44% of Year 10 students. Concludes that there was no evidence to suggest that conceptual change is more difficult for older…

Presents in-depth discussions about the current situation, ongoing experiments, and existing problems of school physics in terms of the historical, cultural, political, and social contexts of China. Contains 52 references. (Author/JRH)

Distinguishes between two traditions--conceptual change theory and radical constructivism--based on ontology, epistemological commitments, view of learners, and authority of received ideas. Uses conceptual change theory as a foil to raise questions about the philosophical merits of radical constructivism. Contains 81 references. (Author/JRH)

Argues that scientific knowledge in school is a social construct in which curriculum proposals are simply points of departure that are transformed by the social interaction that takes place within the classroom. Considers discourse as playing an important role in knowledge construction. Contains 31 references. (DDR)

Examines the types of requests for information made by university students (N=60) as they evaluate scientific news briefs. Student requests most often focus on how research is conducted and why results might occur. Contains 47 references. (DDR)

Draws from studies in the sociology of scientific knowledge to create a new perspective for understanding school science. Merges ethnography and discourse analysis to study science-in-the-making in a physics classroom. Investigates local conceptual ecologies. Contains 55 references. (DDR)

Examines student perceptions of the changing nature of a classroom as a result of the implementation of constructivist approaches. Results indicate that students are appreciative of the opportunity to use their own ideas and knowledge. Contains 31 references. (DDR)

Describes a series of science programs that involve university students, elementary students, and their parents in hands-on science activities. Conclusions are based on qualitative data collected from observations of the cooperative groups formed by the participants. Contains 47 references. (DDR)

Describes four chemical terms that students with well-considered reasons use in a way that is not accepted in chemistry. From 4300-7500 senior high school students completed a series of multiple choice tests while other groups of students participated in discussions about the problem situations. Contains 34 references. (DDR)

Presents a study that examines the beliefs of teachers (N=24) and their interpretations of a two-week summer institute intended to change their treatment of scientific knowledge and assessment strategies at the classroom level. Contains 31 references. (DDR)

Describes the development of the Science Outdoor Learning Environment Inventory which includes seven scales. The instrument was used by high school students (N=643) and the results indicate that the instrument is a sensitive measure that differentiates between different types of field trips. Contains 19 references. (DDR)

Focuses on one target group of seventh-grade science students (N=19) who are working to achieve consensus and a coherent explanation of light and shadow effects. Articulates the beginnings of a framework for consensus building with inquiry discourse. Contains 41 references. (DDR)

Describes a study that examined changes in the structural complexity of knowledge held by two groups of introductory college-level biology students (N=68, N=93). The subjects constructed concept maps at four-week intervals throughout the instructional term. Contains 49 references. (DDR)