Utilizes a pretest-posttest design to determine if participants (N=26) exhibit significant gains in organic, inorganic, and biological chemistry concepts as the result of a six-week summer program. Significant gains in these areas and in an understanding of the methods and procedures used in scientific explanation are found. (CP)

Examines student perceptions of the changing nature of a classroom as a result of the implementation of constructivist approaches. Results indicate that students are appreciative of the opportunity to use their own ideas and knowledge. Contains 31 references. (DDR)

Details a study exploring a problem-based learning framework used to develop preservice teachers' knowledge base for teaching and pedagogical reasoning ability. Emphasizes an undergraduate preservice science teacher education unit. Contains 30 references. (DDR)

Reports on a study involving two each year-12, undergraduate and postgraduate Australian students. Elicits learners' mental models for chemical bonding using semi-structured interviews comprising a three-phase interview protocol. Concludes that learners across all three academic levels preferred simple, realistic mental models for chemical…

Explores whether exposure to increasingly sophisticated mental models at different points in a chemistry education class showed up in patterns of preference and use of models in interpreting physical properties and phenomena. (Contains 92 references.) (DDR)