With universities, teacher education institutions, and high schools gearing up heavily in online course delivery in every discipline, science educators specifically are asking themselves "How do we provide this access to our students and still maintain our pedagogical integrity in science instruction?" This question seems to be at the heart of a…

Issues facing schools abound from No Child Left Behind (NCLB) legislation. In science and mathematics teacher pre-service and in-service preparation, these issues are paramount for institutions of higher education, especially in terms of the definition of a "highly qualified" teacher. Within this paper, the authors discuss the science and…

Explains cultural differences and how they affect the meaning of curriculum for students. Discusses factors that affect the learning of mathematics and science for students living on the Crow Indian Reservation in Montana and strategies for the development of a relevant curriculum through the integration of mathematics and science in a…

Examines the role of constructivism as a philosophy to incorporate technology into the science classroom specific to the parameters of the National Science Education Standards and the National Educational Technology Standards. Concludes that care must be taken to provide for appropriate pedagogical strategies based upon inquiry and discovery…

Examines changes advocated in math and science standards documents to determine their impact on school science and mathematics curricula, integration, and corresponding practices. Finds that complete integration of science and mathematics curricula is often not realized. Contains 15 references. (WRM)

Argues that thematic integration in science and mathematics without the accompanying paradigmatic change in teaching pedagogy results in little benefit to the learner. Discusses alternative approaches to integration. Contains 17 references. (DDR)

Argues that the traditional paradigm used in teaching science and mathematics should be replaced by one which focuses on the students' own conceptions, prior experiences, and active participation in learning. (DDR)