The editors of this review have focused on four purposes: (1) to portray the state of knowledge in science education, (2) to describe any existing trends, (3) to identify areas which need to be researched, and (4) to provide tentative answers to pertinent problems, if any seem to emerge from the research. Research studies reviewed have been…

This study examines programs for improving science teaching in the schools of Argentina, Brazil, Lebanon, the Philippines, and Turkey. Appearing in two parts, the first contains five case histories--descriptive and uninterpreted accounts of the events as they have unfolded over time in the programs. The second part of the study compares, analyzes,…

Describes studies designed to examine the instrumentation used to assess both graphing abilities and the impact of microcomputer-based laboratories (MBL) on students' graphing abilities. Results suggest that numerous disparities between the results of multiple-choice and free response instruments. The analysis also revealed that the impact of MBL…

A 100-item survey was distributed to science teachers (n=1258) to determine characteristics of teachers, schools, programs, and perceived needs. Teachers perceived the following as their greatest needs: (1) motivation techniques; (2) location of free and inexpensive science materials; (3) computer usage to deliver and manage instruction; (4)…

Describes a design for a computer-based environment to assist students in conducting dialectical activities of constructing, comparing, and evaluating arguments for competing scientific theories. (ZWH)

Reviews three studies to examine the contributions of analogies to conceptual change. Suggest that educators reconsider the way that they define, assess, and interpret conceptual change in students. Seven recommendations are made. (52 references) (ZWH)

Explores changes in students' conceptions about solution chemistry in the context of instruction based on collaboration between a researcher and an experienced teacher attempting to implement strategies from the literature on conceptual change. (ZWH)

Describes a study with the main objective of constructing models based on strategies students use to solve chemistry problems and to show that these models form sequences of progressive transitions termed "problemshifts" that increase the explanatory/heuristic power of the model. Results implies that the relationship between algorithmic and…

Describes a model-centered, computer-supported semester-long science curriculum (Model-based Analysis and Reasoning in Science) for middle school students designed to encourage conceptual understanding and to foster the development of model-based reasoning skills. (ZWH)

Examines preservice elementary teachers' sense of self-efficacy with regard to science teaching and to define the construct of self-efficacy with greater clarity. Perceived effectiveness in teaching science was significantly correlated with outcome expectancy. (ZWH)

Discusses students' understanding of the qualitative conservation of matter and how this understanding is influenced by previous instruction in chemistry and task variables. Results show the influence of group membership, task content, and problem context on students' performance. (ZWH)

Discusses the effect that Botswana's relatively strong economy has had on its growth and development as well as the obstacles that stand in the way of progress. Four critical issues are identified: (1) education system; (2) teacher education; (3) conditions of teaching and learning science; and (4) science curriculum. (ZWH)

Presents a teacher's reflection on his teaching using two different perspectives. The first perspective uses the cognitive apprenticeship metaphor as a tool for analyzing and understanding teaching. The second, a methodological perspective, uses conversational analysis to arrive at microanalytic descriptions and conceptualizations of teaching. (PR)

Presents the results of a questionnaire given to 563 elementary students to study their ideas of actions that would reduce the greenhouse effect. Most of the children (87%) appreciated that planting trees would help reduce global warming. During interviews it was discovered that children were confused between the greenhouse effect and ozone layer…

Three themes emerged from interviews with 149 elementary through secondary students: instructional strategies, cognitive demands, and students' ideas about how science should be taught. Elementary students enjoyed the messing around quality of their activities. Junior high school students were becoming uncomfortable with open-ended activities. In…