Discusses key issues of education in general and leads into a critique of the relationships among capitalism, science, and education. Describes the implications that critical pedagogy might have for productively confronting these relationships in urban settings. (Author/MM)

Reports on a community-based science project that was coproduced with urban teenagers and elaborates on the creation of a practicing culture of science learning. Concludes that in a practicing culture of science learning, science is relevant since it was created from the participants' concerns, interests, and experiences inside and outside…

Explores a form of "connected science" in which real world problems and school-community partnerships are used as contextual scaffolds for bridging students' community-based knowledge and school-based knowledge as a way to provide all students opportunities for meaningful and intellectually challenging science learning. (Author/MM)

Explicitly political research methodologies must be considered and incorporated into urban education in order to address issues of race, class, and gender equity. Draws from research on homeless children. (Author/MM)

Explores school leadership for elementary school science teaching in an urban setting. Examines how school leaders bring resources together to enhance science instruction when there appear to be relatively few resources available for it. Leading change in science education involves the identification and activation of human and social capital.…

Proposes coteaching as a viable model for teacher preparation and the professional development of urban science teachers. Includes an ethnography describing the experiences of a new teacher assigned to an urban high school in which a curriculum culturally relevant to African American students was enacted. (Author/MM)

Examines the scientific identity formation of two young women of color who attended an urban vocational high school. Describes how the experience of marginalization can make membership in a science school community impossible or undesirable. (Author/MM)

Argues that "truth" and "time" are defined differently by scientists and postmodern observers of science: a theoretical definition of "truth" is often applied to scientific knowledge within science education, whereas a practical definition, supported by evidence, is used within science. (Author/CCM)

Examines how teachers, students, and scientists construct ways of investigating and knowing science. Identifies ways that particular teaching strategies provide opportunities for student engagement. (Author/CCM)

Reports on the results of using, in the context of secondary education in Pakistan, an intervention program which earlier was shown in British schools to have a substantial effect over a two-year period on the cognitive development of pupils. (Author/CCM)

Develops a method for assessing teachers' context beliefs about their science teaching environment. Finds that teachers possess fairly positive context beliefs and should be capable of functioning effectively in the classroom. (Author/CCM)

Examines the relationships among instructors' course goals, instructional activities, and students' assessment of their learning of content and writing in writing-intensive undergraduate natural and applied science courses. Finds that instructors are described along a continuum anchored by instructor-as-corrector on one end and…

Investigates associations between students' (n=489) perceptions of their biology teacher's behavior and their laboratory learning environment with student attitudinal, performance, and achievement outcomes. Finds that associations between attitudinal outcomes and learning environment dimensions assessed by the Science Laboratory Environment…

Tests the hypothesis that an early adolescent brain growth plateau and spurt exists, and that this plateau and spurt influence students' ability to reason scientifically and to learn theoretical science concepts. Finds that measures of students' (n=210) prefrontal lobe activity correlated highly with scientific reasoning ability, and that these…

Advocates artificial neural networks as models for cognition and development. Provides an example of how such models work in the context of a well-known Piagetian developmental task and school science activity: balance beam problems. (Contains 59 references.) (Author/WRM)