Explores why students fail to learn from teacher demonstrations in a physics course. Reports that six dimensions may have prevented student learning, including lack of a theoretical framework to separate signals from noise, interference of discourses learned in other contexts, interference from other demonstrations and images, and problems in…

Examines the presentation of quantum mechanics in eight secondary chemistry texts for elements associated with a conceptual change model: (1) dissatisfaction; (2) intelligibility; (3) plausibility; and (4) fruitfulness. Reports that these elements were not present in sufficient quantities to promote conceptual change. Presents recommendations for…

Argues that it is easier to transform schools and the process of schooling when social, cultural, political, and economic issues frame the discourse about how to ensure that all students have access to an equitable education. (DDR)

Reports on the design of a model for transformational science teaching that focuses on linking theory with practice through curriculum decision making. This model is the framework for professional-development sessions for middle-grade science teachers. Contains 63 references. (DDR)

Examines the perception of the learning environment among different subgroups of students within science classes. Identifies variables that can promote effective science-learning environments for all students. Compares the perceptions of male and female students and of black and white students in the same class. Contains 41 references. (DDR)

Argues that affective learning is a poorly understood phenomenon and that objective-setting and evaluation for learning in the affective domain are often neglected in educational programs. Addresses the problem this creates for nonformal science-learning centers. Contains 38 references. (DDR)

Describes the structure of events during cooperative-learning activities in a graduate-level thermodynamics course and explores what these activities mean to students. Details the structure of the sessions and delineates the findings which emerge from the student perspective. Contains 25 references. (DDR)

Investigates the way in which students apply the ecological concept of interdependence of species to the issue of preservation of species. Interviews with 12-year-old children (N=63) and 16-year-old children (N=60) provide the data for this study. Contains 27 references. (DDR)

Describes the knowledge base of a group of science teachers as related to the structure, function, and development of their disciplines and their understanding of the nature of science. Twenty teachers participated in this study and their knowledge base was found lacking in all respects. The assumption was that teacher preparation programs are not…

Explores the influences of text structure on students' conceptual change. Case studies were conducted and results showed that individuals used refutational text to change their alternative conceptions and acquire new concepts. Findings indicate that refutational text does cause cognitive conflict. While refutational text is effective for groups,…

Describes the study of a science performance assessment with 96 English Language Learners (ELL) in five high school science classes investigating the face, construct, and consequential validity of an intersection. ELL spelling and syntax on some responses were significant sources of error. Recommendations include increasing the assessment's design…

Investigates black high school females' images of scientists. Descriptions of the scientist differed with the ethnicity ascribed to him or her, and these differences corresponded to the cultural orientation---the dominant culture or the African-American culture in the United States. Contains sample interview guide and descriptive labels of the…

Responds to Caliendo and Kyle's 1996 editorial entitled "Establishing the Theoretical Frame." Discusses the impact of a difference in opinion about theoretical frameworks using the example of the difference in meaning of "preconceptions" in two traditions. Argues for more writing about teaching that is aware of its own epistemological…

Describes the development of a revised Scientific Attitude Inventory (SAI II). Reports on a field test of the revised instrument. Concludes that the revised instrument is a significant improvement over the original. Appendix includes position statements and corresponding attitude statements. Contains 21 references. (Author/JRH)

Explores the work done in revising and field testing the Scientific Attitude Instrument and raises doubts about the instrument's validity. Discusses consideration of approaches to validity, conceptual analysis of science attitude instruments, using other studies to establish validity, and guidelines for valid instruments. Contains 12 references.…