Several avenues are open to students who wish to study advanced science or mathematics in high school, which include Advanced Placement courses and teacher-designed courses unaffiliated with organized programs. We employ a retrospective cohort study of 4,691 nationally representative college students at 34 randomly selected, colleges and…

There is relatively little research evidence that documents current students' views of science--particularly a comparison of secondary and tertiary science. Further, little is known about how students' views of science differ according to level of study. This study provides evidence of students' view of science from both school and university…

In this paper, we examine the NCLB definition of a "highly qualified" teacher, the combined nature of federal and state highly qualified mandates, and how science teachers and their principals in one large, urban district have responded. In particular, we report on the kinds of licenses that teachers of science hold; the relationship between…

The authors worked with 22 middle school math and science teachers for one year with the goal of improving the quantity and quality of inquiry-based instruction implemented in the classroom. The professional development experience was framed by the 4E x 2 Instruction Model, which combines key components of inquiry instruction (Engage, Explore,…

This descriptive study investigated whether elementary and middle school teachers in the Central Appalachian region were prepared to teach selected standards-based light, force and motion concepts they could reasonably be expected to teach. The study also sought to compare their preparedness for teaching these concepts. (Contains 7 figures and 7…

Describes the use of Geographic Information Systems (GIS), which was developed during the 1980s to integrate environmental databases with automated mapmakers, and introduces a project focusing on the professional development of elementary and middle school teachers for inquiry-based teaching of environmental problems. Identifies four themes on the…

Explains the inquiry teaching strategy and how the learning process occurs with inquiry-based instruction. Discusses how teachers can facilitate the development of science understanding and maintain inquiry-oriented classrooms. (Contains 31 references.) (YDS)

Describes a study that investigated the self-efficacy and outcome expectancy of local teachers who participated in a professional development outreach program. Suggests that the outcome expectancy and self-efficacy of teachers did not depend on the students' economic status, geography, or ethnicity. (Contains 13 references.) (Author/YDS)

Discusses how reflection through metaphor can be a means by which preservice teachers and practicing teachers can share the development and constant modification of their personal philosophies of learning and teaching science. (Contains 16 references.) (Author)

Presents an analysis of middle school science students' (n=886) responses to a survey of attitudes toward science as a function of race and gender. Finds that students' attitudes toward some aspects of science are a function of both race and gender. (Contains 15 references.) (WRM)

Compares aspects of creativity in science between students enrolled in concept-oriented classes and those enrolled in issue-oriented classes. Focuses on student outcomes and creativity. Shows that science teachers were convinced of the necessity for middle school science teachers to be portrayed as supporting students' exploration, explanation,…

Describes a three-year, Eisenhower-sponsored "Elementary Science Leaders" workshop program, which focused on the establishment of rapport between presenters and teachers by responding to the changing needs of the participants as they experienced professional growth and classroom success in teaching. (KHR)