One critical aspect that hinders the systematic use of concept mapping in everyday classrooms is the difficulty of providing high-quality feedback to students so as to keep improving and revising their concept maps (Cmaps). The development of an innovative way to analyse, at a glance, students' Cmaps is presented to allow a diagnostic…

There is concern in some counties about the number of able young people entering degree level study and careers in physical science, including chemistry. Too few of the most talented young people are selecting "STEM" subjects to ensure the future supply of scientists, engineers and related professionals. The present paper sets out general…

This paper reports on data collected via an audience response system, where a convenience sample of 300 adults aged 17-50 pressed a button to register their answers for twenty multiple choice questions. The responses were then discussed with the respondents at the time. The original dataset includes physics, biology and chemistry questions. The…

Despite being a landmark of 20th century biology, the "classical molecular gene concept," according to which a gene is a stretch of DNA encoding a functional product, which may be a single polypeptide or RNA molecule, has been recently challenged by a series of findings (e.g., split genes, alternative splicing, overlapping and nested genes, mRNA…

The signing of the Bologna Agreement in 1999 has major implications for all involved in third level education throughout the world. By 2010 in the 45 countries that have signed up to the Bologna process, all modules and programmes in third level institutions will be written in terms of learning outcomes. In addition, many countries outside the…

Informs teachers about using concept maps as a learning tool and alternative assessment tools in education. Presents research results of how students might use concept maps to communicate their cognitive structure. (Author/KHR)

Describes the features of and assessment instruments for a new conceptual physics course for non-science majors called 'Wonders of Technology', developed at the Virginia Commonwealth University. (Author/KHR)

Describes the quantized step-up model developed for the evaluation purposes of internship in teaching which is an analogous model of the atomic structure. Assesses prospective teachers' abilities in lesson delivery. (YDS)

Introduces the Science Teacher Education Program (STEP) and its components which can be effectively used in developing countries such as Africa or in countries having problems with science achievement. (Contains 12 references.) (ASK)

Provides a collection of ideas for the promotion of a more relevant and popular science education. Includes professional components and society-needs components. (Author/MM)

Discusses design principles derived from the socio-cognitive theoretical framework for developing Web-based environments to support the construction of scientific knowledge through situated action. (Author/MM)

Explains the difficulties physical chemistry faculty experience during their initial year of employment due to lack of experience in teaching. Investigates common problems faculty experience and offers possible solutions. (Contains 13 references.) (Author/YDS)

Discusses the educational discrimination females face in India. Explains the Scientific and Technological Literacy (STL) initiative recognized by the United Nations Educational, Scientific and Cultural Organization (UNESCO) and a project targeted to make science friendly for girls in India. (Author/YDS)

Describes a collaborative action research project of preservice teachers using video teleconferencing to share experiences and ideas with others working in different cultures and locations. (Contains 16 references.) (ASK)

Describes the author's experiences incorporating cooperative learning strategies into a chemistry course. Includes information on organizing student working groups, preparing for and implementing cooperative activities, and helping students evaluate the effectiveness of their groups. (WRM)