Describes the Engineering Link Project for Year 11 students that might have an interest in engineering. It is a three-day course organized by teachers and conducted by engineers to give students the opportunity to test materials, design, construct, and try their own solutions to an engineering problem. (AIM)

Examines the constructivist theory of knowledge which basically proposes that knowledge is constructed in the mind of the learner. Particular emphasis is placed on how a shift can be made from someone who teaches to someone who facilitates learning in a classroom environment in which the students are active participants in the learning process.…

Focuses on recent clarifications of the nature of explanatory texts in science. Shows how a knowledge of the different organizational structures and language features of the various types of explanations can be used to enhance the use of reading and writing to learn. (AIM)

Examines the scientific concept of evaporation. Attempts to show how students develop their understanding through the levels of the Structure of the Observed Learning Outcome (SOLO) taxonomy. Shows how designing learning experiences to suit the learners' developmental stages in understanding a concept is paramount to the overall growth of the…

Discusses connections between science, technology, and economic welfare and argues the case for considering these matters in the school science curriculum. (AIM)

Describes recent developments in science and technology and the materials produced to support teachers in the instruction of science and technology programs. Examines the degree to which multiple world views of knowledge construction in a multicultural society are incorporated into the curriculum. (AIM)

Proposes some benefits of incorporating more plant science into a science curriculum. One prime benefit would include the conveyance of general experience in scientific research skills. Also provides an overview of resources and tactics available to teachers and students. (AIM)

Suggests that the teaching/learning/research process should be rethought of as a collaborative social learning for constructivism to be meaningful in science education. Includes perspectives on George Kelly's personal construct psychology and Glaserfeld's radical constructivism. (AIM)

Presents samples of publicly available materials related to the role of iron in the diet. Summarizes what nutritionists feel about iron in the human diet and suggests some experiments related to iron for the classroom. (AIM)

Offers free software for timing experiments, instructions for making a timing interface and a variety of switch sensors for any IBM-compatible computer, and suggestions for experiments. (AIM)

Lists requirements of hazardous-substances legislation as it pertains to science laboratories with a summary of obligations under the Hazardous Substances Compliance Standard for manufacturers, importers, suppliers of hazardous substances, employers or principals, and employees. (AIM)

Describes a professional-development program that sustained the learning of science teachers from a small high school faculty over three years. The program was based on an Enhanced Action Learning process with three interrelated principles of reflection, community, and action. Teacher learning was also enhanced by feedback from students. Presents…

Describes a health-and-safety risk-management audit in four Queensland, Australia high schools. One major outcome of this research project is the development of a comprehensive risk-management policy in compliance with the law. Other outcomes include the preparation of a professional-development package in risk-management policy for use as a…

Introduces a teaching strategy for Year 10 and senior biology students to demonstrate food and energy processes along a river ecosystem. In studying the River Continuum Concept, groups of students undertake a series of interrelated projects as a means of understanding the big picture of the food and energy interrelationships evident in healthy…

For most students textbooks are the main source of their information about scientific concepts; however, there are a number of errors which frequently appear in textbooks and are consequently transmitted to both teachers and students. Some of these errors which may represent widespread misconceptions of teachers are outlined. (Author)