Explains how Zebrina pendula can provide an excellent material for demonstrating a variety of cellular features in plants by using a dissecting microscope. (GA)

Describes a project for sixth-grade science class students designed to encourage them to save energy at home, and to calculate the savings on their monthly bill. (GA)

Discusses the importance of developing students' understanding of certain spatial aspects of important concepts. Piaget's contributions to the development of spatial conceptualization are included. Some examples for applying spatial techniques in earth sciences, physics, and chemistry are also presented. (HM)

Discusses the importance of having a sense of caution and also solid information in experimenting with wild foods. Examples of wild plants which must be specially prepared before eating and of the dangers of incorrectly identifying wild plants are also presented. (HM)

Evaluates junior high students' understanding of certain aspects of the particle model of matter using a Piaget-type interview. Approximately 70 students from grades seven, eight, and nine in several midwestern schools in the U.S. were interviewed. (HM)

Discusses the Intermediate Science Curriculum Study (ISCS) teacher's role. Sources and dimensions of ISCS teachers' role conflict and some of the ways that this conflict has been, or might be, resolved are also presented. (HM)

Presents an overview of the status of pre-college science education in East Germany. The structure, content and practice of elementary-secondary education in East Germany are also presented. (HM)

Discusses how affective goals in science education can be identified. The discussion includes (1) the common definition of affective domain; (2) Krathwohl's taxonomy of affective objectives; (3) self-concept objectives; (4) evaluation of outcomes; and (5) developing behavioral objectives dealing with the affective domain. (HM)

Discusses how a science teacher should help visually impaired students and how he or she can cope with their problems. Also discusses what a science teacher can provide for a visually impaired student's safety and how this student should be helped to do lab activities. (HM)

Presents a classroom activity which can be used both to assess student's modes of thought and to clarify the logic of hypothesis testing. The task is based on Piaget's theories of cognitive development. (HM)

Discusses the role of science educators and the goals of science education based on enrollment in public elementary and secondary schools. Data for public school retention (1958-1966) and college degrees in the science (1970-1971) are also presented. (HM)

Presents the biorhythm theory and how it can be used as a way to motivate advanced-placement biology students to overcome their aversion to mathematical analysis, and to demonstrate why mathematics is such a powerful tool in biology. (HM)

Cites examples to show that helping students master fundamental science skills will lead to improved reading. Discusses the relationships between reading and science. (CP)

Examines six science books in reference to their reading levels as determined by the Fry, SMOG, and Fog formulas. A disparity in calculated values is noted and explained to be the result of the use of different comprehension levels by the formulas. Suggestions concerning the selection of science reading materials for the classroom are provided.…

Fills the cells of a 3 X 3 matrix with individualized tasks. One dimension is based on Bruner's three modes of learning, the other on Bloom's recall, application, and creativity levels of abstraction. Using the grill, a self-instruction approach to learning is described. (CP)