Describes how the Professional Educators' Access to Knowledge (PEAK) Institute for Science in Agriculture exposed both formal (middle school teachers) and nonformal (county extension agents) educators to contemporary agricultural research. (Author/CCM)

Discusses the development of a national curriculum for forage instruction presented on the world wide web to provide instructors with related courses, a scope and sequence, content materials, web links, teaching methodology, and strategies. (Author/CCM)

Presents a course for natural resource conservation and management students that explicitly teaches integration of disciplinary knowledge using an internet-based approach to natural resource issues. (Author/CCM)

Defines Islamic creationism and anti-evolutionism in Turkey, provides information about political and cultural changes starting from the 1920s, and discusses Islamic movements at this time. Presents examples of politicians' approaches to this issue and points out the effects of Christian creationism and the Institute for Creation Research (ICR) on…

Compares "being Muslim" in Turkey with other Islamic countries and describes the regime changes of the Ottoman Empire to the Turkish Republic. Explains evolution in Islamic understanding and discusses creationism's effects and evolution's place in the high school biology curriculum. Defines the Science Research Foundation's (BAV) and Harun Yahya's…

Defines how political balances and changes in Turkey effect creation-evolution relation. Describes the influences of Bilim Arastirma Vakfi (BAV) on these changes, which are directly targeted to public education, and discusses the content of creationism. Questions why Islamic creationism is a copy of that of the Institute for Creation Research…

Compares the science/religion relationship in both Christian and Islamic countries. Presents Muslim scholars' ideas about the presence of humans on earth. Presents ideas on active nature, Noah's curse, and the age of the universe. Refutes the notion that Islam inhibited science and advocates the belief that Islam promoted science. (YDS)

Discusses the roots of science in Islam and the fundamental statement, "There is no god but God". Presents Islamic knowledge and concepts and states that "a Muslim is required to seek knowledge". This religious perspective is viewed with regard to the sciences in Islamic civilizations. (Author/YDS)

Presents the results of two newspaper polls conducted in Kansas concerning the teaching of evolution. Finds that the majority of the state's citizens do think that evolution should be taught in the public schools. (WRM)

Critiques the scientific merit of a claim against evolution that is based on a calculation of the level of salt in the oceans. (WRM)

Tests the hypothesis that, because it uses tri-dimensional sensory pathways which show a higher rate of neural activity than uni- or bi-dimensionals, lab-activity-based instruction is a more effective teaching strategy for learning science than verbal-based instruction. Applies manipulative teaching strategies that use visual, somatosensory, and…

Investigates Korean and U.S. college students' scientific reasoning skills involving hypothesis-testing skills and tests the hypothesis that hypothesis-testing skills are more advanced than other scientific reasoning skills. The study involves (n=774) Korean and (n=568) U.S. students and uses the Test of Scientific Reasoning (TSR). (Contains 24…

Investigates the effects of computer-assisted instruction (CAI) using molecular-level animation and worksheets upon student achievement, conceptual understanding, and learning motivation. Administers the Patterns of Adaptive Learning Survey (PALS) as a covariate in the study. (Contains 19 references.) (Author/YDS)

Describes leadership models that evolved during 15 different two-year lead teacher professional development programs in science and mathematics. Analyzes multiple data sources and discusses the views of leadership that emerged from the professional development activities conducted at each site. (Contains 50 references.) (Author/WRM)

Describes prospective teachers' conceptions of what one needs to know to be a chemistry teacher at the German gymnasium, and compares their conceptions with those emphasized by the university they attend. Hypothesizes that preservice teachers' conceptions suggest a nested model of knowledge needed for chemistry teaching. (Contains 30 references.)…