Discusses a case study on discovery learning with a computer simulation environment in the physics domain of collisions. Finds that providing assignments with the simulation improves students' performance on one aspect of an intuitive-knowledge test. Contains 43 references. (Author/WRM)

Explores relationships among school students' (n=189) acquisition of meaningful understandings of protein synthesis. Analysis of student-generated analogies revealed unique patterns in students' understandings of this topic. Contains 41 references. (Author/WRM)

Asks the question, Can the learning cycle also be applied effectively to science text? High school students (n=23) were tested for reasoning ability then randomly assigned to read either a learning-cycle or traditional-text passage. Students who read the learning-cycle passage earned higher scores on concept comprehension questions at all…

Grade five students' (n=58) conceptual understanding of plate tectonics was measured by analysis of student-generated summaries and diagrams, and by posttest assessment of both the spatial/static and causal/dynamic aspects of the domain. The diagram group outperformed the summary and text-only groups on the posttest measures. Discusses the effects…

Focuses on cognitive and affective changes that occurred in one student during the study of heat and temperature. Initially the student's conceptual framework was undifferentiated with regard to heat and temperature; however, course activities and concomitant use of concept substitution helped the student differentiate these concepts and integrate…

Uses a Vygotskian framework to examine students' (n=26) use of tools in a ninth-grade physical science classroom during a unit on electric circuits. Indicates that conceptual progress may be hindered by students' need to first understand the tools in terms of everyday application. Advocates selection of laboratory tools and activities that match…

Criticizes the methods and assumptions of a study that attempted to determine a standard list of tenets for the Nature of Science via statistical sampling of members of the Philosophy of Science Association (PSA). Provides a taxonomy of philosophic issues and suggests some roles for philosophy of science in science teaching and science-teacher…

Seeks to understand how one preservice elementary teacher's experiences within the context of reflective science-teacher education influenced the development of professional knowledge. Contains 36 references. (DDR)

Explores the beliefs of inservice teachers about a demonstration classroom component of an in-service program. Results suggest that the demonstration classroom concept is worth further consideration. Contains 57 references. (DDR)

Examines third-grade students' ideas on the lunar phases prior to, and following, an instructional period designed to promote students' conceptual change. Demonstrates that students are capable of making conceptual changes. Contains 30 references. (DDR)

Describes instruction in an urban sixth-grade classroom in which students are learning about mass, volume, and density by attempting to layer three miscible solutions of differing densities atop one another. Contains 24 references. (DDR)

Explores views about the nature of science held by a small sample of science students in their final year at university. Finds that students draw on a range of views about the nature of science. Contains 32 references. (DDR)

Taps the voices of college-bound high school students concerning what it means to understand and succeed in introductory chemistry. Employs ethnographic and interpretive methods. Contains 33 references. (DDR)

Addresses the teacher's role in the integration of science and technology studies within an educational reform in Israeli junior high schools. Concludes that a realistic goal would be to enable science and technology teachers to cooperate with one another. Contains 35 references. (DDR)

Reports the results of a survey of the attitudes and beliefs of elementary school students and their parents in Iowa. Finds that attitudinal differences toward physical science begin to develop by the earliest elementary school years. Contains 67 references. (Author/WRM)