Adapts Cortes' Multicultural Empowerment Model to science teaching and to Wittrock's Model of Generative Learning and Teaching in Science. Encourages all children to learn science and learn about science. Contains 55 references. (DDR)

Probes student views about knowing and learning physics with the Views About Science Survey (VASS). Employs six conceptual dimensions classified into the four distinct profiles of expert, high transitional, low transitional, and folk. Contains 42 references. (DDR)

Describes eliciting teachers' views on the nature of science, interpreting and understanding these views, and developing these views in the context of initial or in-service teacher education. Contains 28 references. (DDR)

Discusses the nature of the instruments used to assess students' and teachers' conceptions of the nature of science over a four-decade period. Suggests that the current educational research shift is toward more qualitative, open-ended approaches to assessment. Contains 70 references. (DDR)

Argues for the inseparability of the process and products of science. Included as part of a series of reprints of articles about science teaching and written in 1965. Contains 24 references. (DDR)

Reflects on a career in science education by focusing on significant events that helped shape the practitioner's philosophy of science teaching and learning. (DDR)

Reports on the procedure and results of the trial of support materials that were developed for primary teacher mentors to help trainee teachers improve their medium-term and individual lesson plans. Concludes that trainees' practice in science improved in subsequent unmentored lessons, but good practice was not transferred to other subjects.…

Considers domain-specific design specifications in the process of designing teaching materials for learning problem solving in technology education in order to raise learning outcomes with these materials. Focuses on a construction problem (open-ended) and an explanation problem (constrained). Compares these newly-designed teaching materials with…

Examines adolescent attitudes towards Christianity, science, creationism, and scientism among high school students (n=1584) between the ages of 14-16. Reports that the apparent independence of attitude towards science and attitude towards Christianity is transformed into a positive relationship after taking into account individual differences in…

Investigates the effect of instruction on preservice science teachers' conceptions of the scientist. Involves preservice teachers (n=26) and adopts a constructivist teaching approach. Concludes that whereas remediating strategies enhance understanding, students' worldview has a greater effect on meaningful learning. (Contains 37 references.)…

Investigates patterns of students' science thinking across four different science phenomena focusing on changes that come with age and science education. Asks secondary school students whether offered sentences appearing on a computer screen that gave different explanations for four common changes in materials made any sense to them. (Contains 20…

Considers the process of conceptual change and describes empirical studies into children's naive theories of physics concepts. Uses the Representational Redescription model to explain how naive theories are a feature of conceptual change. Provides a starting point for considering how children's naive theories might mediate their ability to learn…

Analyzes senior high school students' astronomy conceptions by means of a written questionnaire presented during the beginning of the first semester. (Contains 42 references.) (Author/YDS)

Focuses on 181 school children's (aged 5-13) responses to an Awareness of Technology Survey question intended to explore their conceptual knowledge of structural strength. Explores how the framework of the program and professional development opportunities did not help teachers implement the program. (Contains 13 references.) (Author/YDS)

This study determined Jamaican high school students' (n=305) level of performance on five integrated science process skills with performance linked to gender, grade level, school location, school type, student type, and socio-economic background (SEB). Statistically significant differences in performance based on grade level, school type, student…