Demonstrates a model system that recreates seasonal processes on Mars. Lists necessary materials and explains the construction of the demonstration. Provides discussion questions. (Contains 11 references.) (YDS)

Investigates the potential for using case-based pedagogy as a context for collaborative inquiry into the teaching and learning of elementary science. Uses two teacher-generated case narratives that serve as the centerpiece for deliberation around key tensions that reflect both the struggles and positive aspects of teacher learning that took place.…

Offers a perspective on understanding the gap in science learning and achievement that separates low-income, ethnic minority children from more economically privileged students. Discusses how the relationship between everyday and scientific knowledge and ways of knowing has been conceptualized in the field of science education research. Considers…

Proposes the concept of cultural validity as a form of test validity in science assessment. Contends that current approaches to handling student diversity in assessment are limited. Discusses ways in which adopting cultural validity as a criterion for test validity makes it necessary to shift assessment paradigms and adopt new procedures for…

Examines how rural, lower track, underrepresented students made sense of their place in school and what role school science played in their cultural reproduction. Aims to identify key components of science classroom discourse, analyze means of negotiating these components, and explicate participants' beliefs and roles in defining microcultural…

Points out that African Americans are underrepresented among Ph.D.-holding scientists. Examines the career decisions of three African American college students and indicates that student interest in a science-related career is directly related to the degree to which they perceive that career as being supportive of deep-seated life goals. (Contains…

Discusses the policy and practice implications of five articles published in this issue. Argues that the "one size fits all" approach cannot work in systemic reform. (Contains 23 references.) (YDS)

Reports on an ethnographic study of a molecular biology research laboratory called Sally's Lab. Portrays the social and cultural construction of a scientific community by studying the daily practices of the lab members and interpreting these observations. Concludes that there is not one set of experiences that pertain to all members within a given…

Examines relationships between a beginning high school chemistry teacher's articulated personal practice theories and his actions as demonstrated by his curricular decisions and instructional practices. Describes ways in which the formal articulations of this teacher's personal practice theories lent themselves to his development as teacher and…

Performs analysis on a number of articles published between 1985 and 1995 describing experimental research into the effectiveness of a wide variety of teaching strategies for science problem solving. Identifies 22 articles describing 40 experiments that met standards for meta-analysis. Indicates that few of the independent variables were found to…

Explores the discursive demands of project-based pedagogy for 7th grade students from non-mainstream backgrounds as they enact established project curricula. Documents competing discourses in one project-based classroom and illustrates how those discourses conflicted with one another through the various texts and forms of representation used in…

Discusses professional development in the context of the current reforms in science education from the perspective of developing teacher knowledge. Points out the unsuccessful reform movement due to lack of considering teachers' existing knowledge, attitudes, and behaviors. Concludes that long-term professional development programs are needed to…

Summarizes case studies developed by a group of collaborating educators. Investigates ways of speaking that encourage students to formulate insightful questions about science topics and express their own ideas during reflective discussions. (Contains 68 references.) (Author/YDS)

Studies (n=51) inservice school teachers with regard to their orientations toward geoscience phenomena in general and deep time in particular. Aims to identify the nature of idiosyncratic conceptions of deep time and propose a curricular Deep Time Framework for teacher education. (Contains 29 references.) (Author/YDS)

Uses a constructivist framework in conjunction with an interpretive methodology to investigate the effect of an intervention using the metaphor "learning is constructing" on students' metacognition and learning process. Believes that contextual factors are key determinants of students' propensity towards enhancing their metacognition and learning…