This research assessed Australian high school students' understanding of light, developed materials to conceptual change with respect to the concept, and evaluated the effectiveness of teaching strategies utilizing the materials. After instruction, students were able to construct significantly more scientifically acceptable answers. An appendix…

Examined three teaching evaluation questionnaires from two foreign universities to determine the universality of staff teaching performance criteria. Concluded that questionnaires be designed in accordance with specific course objectives and that standard deviations of the questionnaire scores rather than average scores may be more informative…

Seeks to identify the differences that may exist between teachers' and research scientists' perceptions of the nature of science, scientific method, and related aspects of science education. Suggests that the differences recognized may be the result of three factors: (1) processes of teachers' construction of their knowledge about how children…

Compares science and mathematics experience of prospective elementary teachers (n=96) and other nonscience arts and sciences majors (n=179). Results revealed that on the average both groups received equal training in each subject area. However, data suggest that elementary teachers' attitude toward science warrants concern. (ZWH)

Argues that, by not considering examples drawn from students' everyday lives, a teacher is detracting from science itself. A challenge is made to Conceptual Change Learning Model advocates and users to embrace the idea of conceptual fitting based upon context as well as conceptual change when considering how students learn. (ZWH)

Discusses results obtained through interviews with university science teachers with regard to their philosophies and practices in college science classrooms. Data revealed that teachers are not satisfied with all aspects of their teaching; however, they are not sure how to make changes that would maximize student learning. (ZWH)

Many have embraced the concept, science as a way of thinking, but how many have a clear sense of what it means for all students to think scientifically? Results from this study suggest that the answer may lie in connecting the process of science to thinking processes that figure into ordinary people's lives. (ZWH)

Examines participation in science competitions to determine (1) whether gender differences in participation exist, and (2) whether there are gender differences in the subject areas selected (biological versus physical sciences). North Carolina student participation data were used for the years 1987-88. Gender differences in science competitions…

Illustrates how the sophistication of students' discussion on controversial issues can be increased by explicit attention to (1) the defensibility of more than one position, and (2) the relationship between protagonist's interests and the positions adopted. Presents a case study of a teacher using this scheme as he reflects on and modifies his…

Describes the findings from a case study of a chemistry teacher who participated as a coresearcher in investigating the process of change. This teacher attempted to shift the focus of his teaching away from teacher-centered practices and emphasis on content to student-centered practices and emphasizing problem solving relevant to the use of…

Reports results of an 18-item questionnaire mailed to all 730 school board presidents in the state of Ohio. Among the findings are that 52.8% of the presidents thought that "creation science" and 67.3% thought that evolution should be favorably taught in public schools. Only 13.7% thought that creation science was currently taught in their school…

Reports an instructional application of a theory of analogical reasoning. Uses the grinding of a sugar cube as an explanatory-predictive analogy for state transitions of water as a stimulus for promoting associations with other appropriate experiences in elementary school students. (PR)

Investigates influences of educational set and cognitive preference of the student as independent variables on knowledge and cognitive organization outcomes in the context of other educationally significant variables. Concludes cognitive preference is an important variable contributing uniquely to achievement and cognitive organization in the…

Describes the Malaysian Education System and the reform work on the secondary school science curriculum that began in 1967. (PR)

Argues the urgency associated with school reform must be tempered by the fact that much reform is being guided by the rhetoric of a conservative ideology. Urges science educators to resist conservative ideological rhetoric that seeks to sway the masses. Science education must move beyond the positivistic, ahistorical, and depoliticized orientation…