Analyzes science fair choices of 2149 students for diversity of topics and scientific merit and matches them with teachers' recollections of topics thought most likely to be chosen. Reports that teachers recollections of topics seldom matched students' choices and teachers assumed more gender-based diversity in students' choice of topics than…

Examines whether first-grade students adopted misconceptions about temperature from the story "Goldilocks and the Three Bears" and whether they could make conceptual changes when presented with activities that challenged the misconceptions. Results indicate that students adopted misconceptions embedded in the story but made conceptual changes…

Reports on the views on problem-solving developed by prospective elementary teachers as a result of experiencing problem-centered learning in an integrated math-science methods course. Discusses four assertions related to students' attitudes toward problem-solving, their knowledge of problem-solving and problem-solving processes, and the role of…

Compares the academic efficacy beliefs of 7th and 8th grade students from an inner city K-8 school with those from a suburban junior high school. Results suggest that understanding more about students' sense of academic efficacy and the role those beliefs might play in science achievement may have important implications for both curriculum and…

Describes preliminary exploration of a use for telecommunications in preservice teacher education. Reviews student teacher involvement in using electronic bulletin boards and e-mail to communicate with practicing teachers and scientists. (Author/MVL)

Uses and explains the Piagetian model to provide a conceptual framework for a discussion of intellectual growth in relation to science education and points out inadequacies of the model. (PEB)

Reported is an evaluation of chemistry syllabuses in Scotland. The development of the curriculum reform movement is briefly sketched, syllabus content described, student reactions and attitudes noted, student performance surveyed, and experimental studies summarized. The author concludes that curriculum developers should be warned against…

Using the ideas of scientists, the author builds a theme of reflexivity and identifies implications for teaching and learning science. He argues that a sociology of school science is not academic and irrelevant to teachers but just the opposite. (PEB)

Examines Ausubel's theory of learning as a model of the role concerning the influence of prior knowledge on how learning occurs. Research evidence for Ausubel's theory is presented and discussed. Implications of Ausubel's theory for teaching are summarized. (PEB)

The functions of the Institute for Science Education (IPN) at Kiel, West Germany, are described. The main activities of the IPN focus on development of curricula for science education and investigation of special problems arising in science teaching. (PEB)

Described are some of the activities, roles, problems and projects of the Education (Research) Committee of the Association for Science Education. (PEB)

Reviews the basic precepts of the learning theories of Piaget and Ausubel. Although Piaget is credited for his contributions to educational psychology, the author supports Ausubel's theory of meaningful learning as more significant for future contributions in science and mathematics education. (CP)

Suggests that, to a large extent, science educators tend to separate epistemology from the content and methodology of science. Questions the appropriateness of this practice. (CP)

Reviews nearly 100 studies concerning the process of concept formation in adolescent science students. (CP)

Focuses on important people and events in university science education in Great Britain. ( CP)