Describes the division of universalists and multiculturalists over the question of the nature of science. Universalists maintain that science has a universal essence and western modern science is the paradigm example of such science. Multiculturalists appeal to the disunity of science thesis to undermine the view that all sciences must have a…

Describes the nature and existence of both model-data fit and conceptual problems in science, then examines two curricular projects--one in genetics and one in evolutionary biology--that attempt to integrate these problems into classroom instruction. (Author/SAH)

Describes the sociocultural theory motivating strategy "transformative communication" as well as a specific dialogue sequence that can be used as a cultural tool for accompanying such interaction. Illustrates the utility of the dialogue sequence in four key episodes within and inquiry-based high school earth science class. (Author/SAH)

Describes a comparative study of science curriculum differentiation between two elementary schools that served students from different socioeconomic and ethnic backgrounds. Results indicate that the science curriculum was quite different between schools. (Author/SAH)

Clarifies the distinction between what science teachers should teach and what they should know by exploring how and why key ideas in teaching high school physics differ from key ideas in the discipline of physics. (Author/SAH)

Examines the science achievement outcomes for different subgroups of students using different assessment formats designed to measure the level of achievement of the National Science Education Standards. Assessments included a multiple-choice test, a written open-ended test, a hands-on lab skills test, and a hands-on full investigation. (Author/SAH)

Offers a general framework for examining the science dimension of controversial socioscientific issues. Proposes eight specific content-transcending topics to be emphasized in science education. Topics are grouped under the headings Science as a Social Process, Limitations in Science, Values in Science, and Critical Attitude. (Author/SAH)

Describes the results of a study on the similarities and differences in laboratory tasks used in science education at upper secondary school and university level in the three main science subjects in seven European countries. Some differences are noted between the science subjects and educational levels, but the dominant impression of the analysis…

Examines first-year chemical engineering students' conceptions of the energy changes taking place in dissolution. Students were individually interviewed and transcripts (n=17) were analyzed using a phenomenographic methodology. The phenomenographic category explanations given by students were used as the basis for developing an approach to…

Discusses the findings of a two-year research project on formative assessment in New Zealand among science teachers. The characteristics of formative assessment include responsiveness, sources of evidence, a tacit process, use of professional knowledge and experiences, and an integral part of teaching and learning. (Author/MM)

Questions the scientific community's consensus on the epistemological sophistication concerning scientific knowledge. Argues for a distinction between correctness and productivity of an epistemological stance and against certain blanket generalizations about the nature of knowledge and learning that do not attend to context. (Author/MM)

Explores the development over time of students' understandings of the concept of chemical reaction in the context of two familiar reactions in solution. Based on interviews (n=48), results show that students made some progress in their understanding of the concept of chemical reaction but some fundamental misconceptions remained. (Author/MM)

Critically examines the revisions of school education in Japan in general, and of science education and science teacher education in particular. Discrepancies between two national policies--namely the revision policy and science and technology as Japan's survival strategy--are examined from a sociocultural viewpoint. (Author/MM)

Investigates procedural understanding of university students at the freshman level, prior to instruction, in the context of experimental work in physics. Proposes two types of reasoning used by students in the laboratory. Indicates a high degree of consistency of these modes of reasoning across experimental phases of data collection and…

Explores two differing perspectives of the nature of students' biological knowledge structures, conceptual frameworks, and phenomenological primitives (p-prims). Indicates that although a more prevalent description of student conceptions could not be discounted, p-prim of need as rationale for change was found to offer useful description of…