The focus of this article is the more immediate way to help new science teachers, which comes from the experienced and professionally active teacher--you! As science teacher educators who work with and study the development of beginning teachers, the authors found the support offered knowingly and unknowingly by the teacher next door was a…

Describes an inservice professional development program, Project LIFE (Laboratory Investigations and Field Experiences), that has successfully implemented guidelines from the National Science Education Standards. Includes a three-week summer course; an independent science research project; academic year follow-up through workshops, classroom…

Discusses ways to welcome and nurture new teachers into a school system, help them adapt to the system, and make constructive use of the ideas they bring with them. (JRH)

Describes a program where teams of fifth graders and high school junior and senior physics students work together to explore physical science principles and create a student-constructed exploratorium. Incorporates and synthesizes scientific inquiry, hands-on activities, and creative and critical problem-solving approaches in a motivating and fun…

Describes the Research Internship in Science/Mathematics program, a collaborative effort between Brookhaven National Laboratory and New York University, which aims at increasing teachers' awareness and understanding of science and technology, promoting the integration of current science into the curriculum, and encouraging inquiry-based classroom…

This table illustrates when, why, and how computer-based information technology best lends itself to learning in science classrooms. It aims to illustrate the potential of this technology and some of the thinking and planning that is necessary for successful, effective classroom use. Application types include data collecting devices, spreadsheets,…

Introduces classroom and other activities for teaching the importance of the tropical rain forest. Includes some resources and reading materials. (YP)

Describes a science club at the high school level for promoting opportunities to apply the student's skills outside the classroom. Provides several tips for starting a club. (YP)

Suggests that behind problems in public school science education lies the failure of effective supervision and administration. National Science Foundation documentation is used to substantiate this claim. The Connecticut plan, a state-mandated teacher evaluation plan, is described as a successfull attempt that has revitalized science teaching. (CS)

Discussed is the teaching of physics with an emphasis on the learning of concepts before problem solving. Examples of this approach are provided. (CW)

Described is the relative complexity of commonly used diagrams in science instruction. Student interpretations of diagrams, implications for science instruction and the prevention of science misconceptions is discussed. (CW)

Described are five activities using crayons to demonstrate the rock cycle including weathering, erosion and sedimentation, and sedimentary, metamorphic, and igneous rock formation. Discussed are materials, procedures, and probable results. (CW)

Pollination vectors of a variety of types are described including beetles, bees, flies, moths, birds, bats, and the wind. Some of the adaptations of plants designed to help facilitate pollination are discussed. Strategies for incorporating this information into a lesson plan are suggested. (CW)

The use of concept maps, Vee diagrams, flow charts, and productive questions to increase student understanding of laboratory exercises and to improve student attitudes toward lab classes is discussed. Examples of each are provided. Student responses to these teaching methods are described. (CW)

Described is a science activity which illustrates the principle of uncertainty using a computer simulation of bacterial reproduction. Procedures and results are discussed. Several illustrations of results are provided. The availability of a computer program is noted. (CW)