Argues that insights from scholarship in the sociology of science can provide a powerful basis for making science education more authentic and inclusive. Describes how adopting sociological ideas can provide unique opportunities for students. Contains 46 references. (DDR)

Supports the assertion that constructivism is a sound theory that explains the practice of science and science pedagogy, and responds to critics of constructivism. Offers a constructivist account of some long-standing epistemological issues. Contains 40 references. (DDR)

Investigates the effectiveness of two different types of interviews: one that embeds a concept map, and one that does not embed a concept map in order to elicit post-instructional understandings. Focuses on students' understandings of chlorofluorocarbons and their role in global atmospheric change. Contains 71 references. (DDR)

Reviews research on children's ideas about floating and sinking. Describes the Model-Assisted Reasoning in Science (MARS) project curriculum and student responses to a question about helium balloons. Contains 61 references. (DDR)

Investigates Grade 12 students' understandings of the nature of chemical bonds and the energetics elicited across five familiar chemical reactions following a course of instruction. Discusses the many ways in which students can misconstruct concepts and principles. Contains 63 references. (DDR)

Highlights the old but important debate about the difference between statistical significance and the practical or educational value of research findings. Argues for proper reporting of quantitative research using meta-analysis methods developed in the 1970s. Contains 53 references. (DDR)

Reports on a study that uses psychometric modeling to rank the appeal of a variety of children's astronomical ideas on a single uniform scale. Findings support the view that alternative conceptions may be markers of progress toward understanding. Contains 82 references. (DDR)

Outlines an in-depth case study of teachers' use of image processing in biology, earth science, and physics classes in one high school science department. Explores issues surrounding technology implementation. Contains 21 references. (DDR)

Compares the achievement in science for ninth grade students in China and the United States. Reveals a small difference between the two groups and presents a rationale for the comparison. Contains 31 references. (DDR)

Raises the question of what elementary and secondary teachers need to know to teach mathematics and science. Outlines the kind of subject matter knowledge teachers need to learn during their higher education years in mathematics and science. Contains 44 references. (DDR)

Reports on the current state of the Society for College Science Teachers, an organization that supports-through an interdisciplinary context-the pedagogical side of the profession for college-level science teachers as opposed to the research aspect. Describes Society membership benefits and reviews program topics, awards to encourage teaching…

Explores the role serendipity plays in shaping career paths. Describes the impact of gender on response to professorial advice concerning prospective career paths. A key factor in fortuity is recognizing and taking advantage of lucky breaks, which also requires a willingness to take risks. Advises sharing experiences with students to help them…

Recommends a constructivist approach to physics laboratory activities to make laboratories a place for personal maturation and cognitive growth. Describes class design in which ideas and techniques are exchanged which allow students the opportunity to initiate investigations based on early conceptual assumptions, and extend the investigation…

Discusses problems such as redundancy caused by isolation of community colleges. Suggested means for overcoming institutional isolation and improving communication among community colleges include hosting conferences, accessing the Internet, instituting faculty exchange programs, offering faculty membership in professional societies, allowing…

Good teaching highlights underlying connections between creation and dissemination of knowledge. Analysis of successful biology departments for underlying themes in improving undergraduate education led to the following conclusions: the best kind of teaching is one-on-one; change must be firmly grounded at the departmental or programmatic level;…