Science education standards established by American Association for the Advancement of Science (AAAS) and the National Research Council (NRC) urge less emphasis on memorizing scientific facts and more emphasis on students investigating the everyday world and developing deep understanding from their inquiries. These approaches to instruction…

Design-Based Science (DBS) is a pedagogy in which the goal of designing an artifact contextualizes all curricular activities. Design is viewed as a vehicle through which scientific knowledge and real-world problem-solving skills can be constructed. Following Anderson and Hogan's (1999) call to document the design of new science pedagogies, this…

The purpose of this article is to report findings from an ethnographic study that focused on the co-development of science literacy and academic identity formulation within a third-grade classroom. Our theoretical framework draws from sociocultural theory and studies of scientific literacy. Through analysis of classroom discourse, we identified…

Describes a new curriculum called The Language of Chemistry designed to illustrate how problems of biological and/or medical importance can be understood on a molecular basis and to show that the logic, knowledge, and language needed are easily accessible. Among the case studies in the curriculum are the giant peacock moth, bacterial chemotaxis,…

Reports on a study of participation, achievement, and attitude in cookbook and inquiry-based introductory biology laboratories through observations, interviews, and attitude/knowledge surveys. Participation differences between men and women disappeared in the inquiry-based laboratory. (Author/MM)

Describes how to adopt a Science Writing Heuristic (SWH) in an introductory college chemistry laboratory to promote a more positive attitude in students and better conceptual understanding of laboratory reports. (Author/MM)

Reports on the University of Arizona's Teaching Teams Program which allows students who know their course's lecture material and feel confident with their abilities to assist peers in understanding difficult concepts, completing projects, or solving complex problems. (Author/MM)

The standard textbook account of Kettlewell and the peppered moths omits significant information. Suggests that this case can be used to reflect on the role of simplification in science teaching. (Author/MM)

Describes a format for teaching a large introductory biology course that encourages student preparation prior to class and utilizes problem solving instead of lecturing. (Author/MM)

Reports on the creation of web-based exercises to support an existing course and tested their effectiveness. Students' academic performance on course topics associated with the modules they completed was over 3% higher than those they did not complete, and students believed the modules were a worthwhile exercise. (Author/MM)

Presents a field-based course in which students investigate various aquatic environments and their physical and biological components using fly fishing as a medium for learning. (Author/MM)

Makes the case for articles in this journal to have more references to enhance its status as a professional publication. Makes recommendations for authors as to how this may be achieved. (MM)

Shows how a common demonstration that consists of slowly heating sulfur powder in a test tube to illustrate sulfur's allotropic modifications can convince students of conclusions about the moon Io which they often find surprising. Describes the demonstration in full. (Author/MM)

Discusses various ways in which instructors can enrich an introductory college science course. Includes sections on special events and special topic courses. (Author/MM)

Describes the Irish National Stud and its relationship to science education. Includes the history of the stud and a full description of its grounds. (MM)