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Showing 2,176 to 2,190 of 6,167 results
Peer reviewedSchmaefsky, Brian R.; Schmaefsky, Timothy D.; Schmaefsky, Kathleen M. – Journal of College Science Teaching, 1998
Provides an activity that focuses on the color changes of leaves and reinforces lectures in ecology, plant physiology, and the scientific method. (ASK)
Descriptors: Ecology, Higher Education, Plants (Botany), Science Activities
Peer reviewedJournal of College Science Teaching, 1998
Presents a statement from the Society for College Science Teachers (SCST) that provides guidance on the important processes of promotion and tenure, and to help college science teachers reflect on their own teaching and make improvements. (ASK)
Descriptors: College Faculty, Faculty Development, Higher Education, Science Instruction
Peer reviewedKeys, Carolyn W.; Hand, Brian; Prain, Vaughn; Collins, Susan – Journal of Research in Science Teaching, 1999
Discusses preliminary research on a new heuristic tool for learning from laboratory activities in secondary science. Finds that use of the science writing heuristic facilitated students in generating meaning from data; making connections among procedures, data, evidence, and claims; and engaging in metacognition. (Contains 29 references.)…
Descriptors: Heuristics, Laboratory Experiments, Learning Processes, Science Activities
Peer reviewedHogan, Kathleen – Journal of Research in Science Teaching, 1999
Describes the use of an intervention stressing the metacognitive, regulatory, and strategic aspects of knowledge co-construction. Finds that eighth grade students who received the intervention gained in metacognitive knowledge about collaborative reasoning and ability to articulate their collaborative reasoning processes compared to students in…
Descriptors: Cognitive Processes, Constructivism (Learning), Cooperative Learning, Grade 8
Peer reviewedVon Secker, Clare E.; Lissitz, Robert W. – Journal of Research in Science Teaching, 1999
Describes a study of the effects of instructional practices recommended by the National Science Education Standards on individual achievement. Finds that whereas the instructional policies suggested in the Standards may be associated with higher achievement overall, they are equally likely to have the unintended consequence of contributing to…
Descriptors: Critical Thinking, Educational Change, Educational Policy, Elementary Secondary Education
Peer reviewedLavoie, Derrick R. – Journal of Research in Science Teaching, 1999
Examines the effects of adding a prediction/discussion phase at the beginning of a three-phase learning cycle involving exploration, term introduction, and concept application. Finds that the instructional innovation produced significant gains relative to the use of process skills, logical thinking skills, science concepts, and scientific…
Descriptors: High Schools, Instructional Innovation, Learning Processes, Learning Strategies
Peer reviewedWhitaker, Robert J. – Journal of Research in Science Teaching, 1999
Argues that declarative writing about science that presents historical or biographical information incorrectly is not acceptable. (WRM)
Descriptors: Elementary Secondary Education, Higher Education, Instructional Materials, Misconceptions
Peer reviewedMilne, Catherine – Journal of Research in Science Teaching, 1999
Answers a critique of the historical accuracy of the author's previous work. Argues that all science stories provide a source of material for analysis and synthesis of the nature of the scientific enterprise. (WRM)
Descriptors: Elementary Secondary Education, Higher Education, Instructional Materials, Misconceptions
Peer reviewedKelly, Gregory J.; Chen, Catherine – Journal of Research in Science Teaching, 1999
Describes how oral and written-discourse processes in a high school physics class are related to sociocultural practices in scientific communities. Finds that students' appropriation of scientific discourse was related to the framing activities of the teachers and the social practices established over time in the classroom. Contains 74 references.…
Descriptors: Acoustics, Classroom Environment, Communication Research, Discourse Analysis
Peer reviewedLederman, Norman G. – Journal of Research in Science Teaching, 1999
Delineates factors which facilitate or impede the relationship between classroom practices and teachers' understanding of the nature of science. Finds that teachers' conceptions of science do not necessarily influence classroom practice, though teachers' level of experience, intentions and perceptions of students were critically influential on…
Descriptors: Biology, Knowledge Base for Teaching, Science Teachers, Scientific Principles
Peer reviewedSimmons, Patricia E.; Emory, Allen; Carter, Tim; Coker, Teresa; Finnegan, Brian; Crockett, Denise; Richardson, Lon; Yager, Robert; Craven, John; Tillotson, John; Brunkhorst, Herbert; Twiest, Mark; Hossain, Kazi; Gallagher, James; Duggan-Haas, Don; Parker, Joyce; Cajas, Fernando; Alshannag, Qasim; McGlamery, Sheryl; Krockover, Jerry; Adams, Paul; Spector, Barbara; LaPorta, Tom; James, Bob; Rearden, Kristin; Labuda, Kay – Journal of Research in Science Teaching, 1999
Describes the research of a national collaborative consortium formed to investigate how the perceptions, beliefs and classroom performances of beginning secondary science teachers relate to their philosophies of teaching and their content pedagogical skills. Finds that teachers possessed a wide range of philosophies, and that observers' reports of…
Descriptors: Beginning Teachers, Knowledge Base for Teaching, Science Teachers, Secondary Education
Peer reviewedAdams, Paul E.; Krockover, Gerald H. – Journal of Research in Science Teaching, 1999
Reports on an instrument that has been shown to be useful in helping novice teachers reflect on and change their science teaching praxis. The instrument provides a readily accessible model of instruction that aligns with student-centered models of instruction advocated by national science standards documents. Contains 35 references. (Author/WRM)
Descriptors: Beginning Teachers, Instructional Improvement, National Standards, Reflective Teaching
Peer reviewedChinn, Pauline W. U. – Journal of Research in Science Teaching, 1999
Presents interviews with four minority women who were close to or had recently completed degrees in civil or mechanical engineering. Interviews reveal issues of class, race, and gender that affect school success in general and science success in particular. Makes recommendations for K-12 educators. Contains 36 references. (Author/WRM)
Descriptors: Academic Achievement, Culture, Elementary Secondary Education, Engineering Education
Peer reviewedCronin, Catherine; Roger, Angela – Journal of Research in Science Teaching, 1999
Presents a conceptual framework of positions on women in science, engineering, and technology (SET) designed to show a chronological progression of the main approaches to explaining women's underrepresentation in SET during the past 20 years. Describes the key findings of "Winning Women," a project designed to address the problem of…
Descriptors: Disproportionate Representation, Engineering Education, Females, Feminist Criticism
Peer reviewedNauta, Margaret M.; Epperson, Douglas L.; Waggoner, Kathleen M. – Journal of Research in Science Teaching, 1999
Explores the influence of attributional style on women's persistence in engineering majors after controlling for academic ability. Female students (n=255) previously or currently enrolled in an engineering program completed measures assessing their attributions for science, mathematics, and engineering academic events, and thoughts of changing…
Descriptors: Attribution Theory, Engineering Education, Females, Higher Education
