Educators increasingly recognize the importance of disciplinary literacy for student success, beginning as early as the primary grades. This cutting-edge volume examines ways to help K-12 students develop the literacy skills and inquiry practices needed for high-level work in different academic domains. Chapters interweave research, theory, and…

This volume represents both recent research in pedagogical content knowledge (PCK) in science, technology, engineering and math (STEM), as well as emerging innovations in how PCK is applied in practice. The notion of "research to practice" is critical to validating how effectively PCK works within the clinic and how it can be used to…

Though central to any pedagogical development of physics, the concept of mass is still not well understood. Properly defining mass has proven to be far more daunting than contemporary textbooks would have us believe. And yet today the origin of mass is one of the most aggressively pursued areas of research in all of physics. Much of the excitement…

This brief distills the research on science learning to inform a common vision of science instruction and to describe the extent to which K-12 science education currently reflects this vision. A final section on implications for policy makers and science education practitioners describes actions that could integrate the findings from research into…

Selected research studies that explore the assumption that college science students operate at a formal cognitive level are presented in this information digest. Studies are reviewed that relate to the areas of: (1) formal thought (examining the relationship between measured formal thought and that required to understand formal college physical…

Reports on a study designed to identify the hierarchical relationships among Piagetian cognitive modes and integrated science process skills for different Piagetian cognitive reasoning levels, and to determine whether positive vertical transfers could be validated. (TW)

Demonstrates how Piaget's theoretical framework of a preschool science curriculum, with illustrative experiences using paints, sound, and food, can help teachers develop their ability to provide appropriate science experiences in their classroom. The framework can also help teachers evaluate the activities suggested in literature. (BB)

The relationship of Piagetian cognitive modes and integrated science process skills is explored in this study. Specifically, this investigation focused on identifying the hierarchical relationship among Piagetian cognitive modes and integrated science process skills for different Piagetian cognitive reasoning levels and to determine if positive…

Discusses a study which examined the last factor of Piaget's model of intelligence-functioning. Sought to determine if empirical evidence could be formed to support the existence of assimilation, disequilibrium, accommodation, and organization in the learning of physics. Naturalistic data provided support for the Piagetian functioning model of…

The goal of this paper is to sketch the epistemological roots of constructivism, to clarify certain implications of Piaget's constructivist theory for science education, and to explicate the issues surrounding a specific research study and its replication. Constructivist epistemology is described in terms of its emergence from rationalist,…

This paper focuses specifically on the reasoning skill called proportional reasoning. Areas addressed include: (1) a definition (providing examples of direct and indirect proportional reasoning); (2) the development of proportional reasoning (discussing survey results of students logical reasoning abilities); (3) planning for the future (proposing…

Describes two easily applied mathematical theorems, Budan's rule and Rolle's theorem, that in addition to Descartes's rule of signs and intermediate-value theorem, are useful in chemical equilibrium. Provides examples that illustrate the use of all four theorems. Discusses limitations of the polynomial equation representation of chemical…

Discusses many of the distinctions that chemists draw between theoretical chemistry and descriptive chemistry, along with the tendency for chemical educators to adopt the type of chemistry they feel is most important to teach. Uses examples to argue that theoretical chemistry and descriptive chemistry are, at the bottom line, the same. (TW)

Reports on a study which investigated the order of acquisition of intuitive notions of qualitative speed. Results indicated that an array of prerequisites, equivalent, and independent relationships existed among the tasks administered. Confirmed the evolution of reasoning for notions of qualitative speed found by Piaget. (Author/TW)

Drawing parallels with critical thinking and creative thinking, this document describes some ways that scientific thinking is utilized. Cognitive approaches to scientific thinking are discussed, and it is argued that all science involves an attempt to construct a testable mental model of some aspect of reality. The role of mental models is…