Investigates variations in students' responses to lever problems across multiple assessment contexts and formats. Data sources include students' semantic maps, written responses to questions, and modeled solutions to practical problems. Contains 40 references. (DDR)

Reports on a study of the views of teachers and staff on the introduction of individual investigative work into the precollege, advanced-level chemistry courses in Great Britain. Contains 21 references. (DDR)

Presents a set of methodological procedures to analyze student arguments. Uses discourse analysis based on perspectives from the philosophy of science and sociolinguistics. Explores conditions leading to warranted arguments. Contains 60 references. (DDR)

Offers insights into how a group of secondary science teachers came to enter the field of teaching. Suggests that the decision to teach is the outcome of a number of unpredictable and contingent factors. Includes 22 references. (DDR)

Reviews the traditional definition of practical work in science, offers a different definition of it, and points out that practical work is not always laboratory based. Discusses the logistics of coordinating fieldwork. Contains 17 references. (DDR)

Argues that the life sciences offer potential for practical work to be undertaken outside the classroom. Explores a rationale for such work and draws on reported studies from a number of countries. Contains 44 references. (DDR)

Argues that community, field-based, service-oriented projects can be a powerful way to address concerns of scientific literacy. Based on a case study of two ninth-grade students, it is recommended that an ethic of care and responsible action be an exemplar for schools and teachers. Contains 22 references. (DDR)

Investigates how museum visits can be used to meet the goals of practical work. Introduces a framework to facilitate student learning in museums. Contains 31 references. (DDR)

Identifies the problems associated with the use of dry laboratories in science education, presents design considerations for the use of such practicals in science education, and presents examples of innovative nontraditional practicals. Contains 23 references. (DDR)

Describes how a group of teachers sought to overcome the difficulties of major innovation by working with a change agent to critique their current practice, devise a more authentic science for school science, and implement their ideas. Contains 36 references. (DDR)

Reports the findings of a three-year study that explored the development of children's concepts of evaporation at room temperature and condensation of atmospheric water vapor. (DDR)

Investigates the intuitive beliefs held by students (N=2326) about a number of well-known physical events. Finds that the context of the question has a clear effect on the frequency with which different options are selected in physically similar situations. (DDR)

Reports on a qualitative study of the learning environment of a biology class. Suggests that both intrinsic and extrinsic motivation--which could lead to deep involvement in science learning--are constrained by teacher-centered methods. Contains 31 references. (DDR)

Clarifies the meaning of the Nature of Science (NOS) and scientific inquiry in the context of reform efforts in science education. Delineates several misconceptions promoted (or ignored) by reform efforts. Proposes that without explicit instructional attention to the NOS and scientific inquiry, students will once again learn science subject matter…

Reports on a study in which five undergraduate education majors mentored six at-risk middle school science students using real-time (synchronous) chat technology. Results of the analysis indicate that the participating middle school science students, over the course of the project, asked more thoughtful questions, remained on task, and perceived…