Described are the rationale, methodology, and findings of seven case studies designed to investigate the teaching and learning strategies employed in science classes by exemplary teachers. Findings focused on management strategies, student understanding, student participation, and classroom environment. (CW)

Reviews research related to the problem of using research findings to improve science classroom practice. Discusses two aspects of the problem: familiarizing teachers with relevant research and identifying aspects of teaching that need to be improved. Provides several research findings. (Author/YP)

Examples are drawn from an ongoing research program conducted in Australia and the United States to help explain how metaphors and images are associated with salient teaching roles and belief sets. This document is partitioned into five sections: (1) method; (2) metaphors and images; (3) teacher change; (4) what we learned from these studies; and…

Interactive classroom activities can be dominated by a small group of students called target students. This publication explores what has been learned about target students and the reasons why mathematics and science teachers permit a relatively small number of target students to dominate interactions involving the teacher and other resources.…

Reviews research on the relationships between teacher metaphors and the teaching and learning of science. Portrays metaphors as a way in which knowledge about science teaching can be represented and as potential foci for discussions about enacted science curricula and powerful tools for generating new ways of thinking about the teaching and…

Discusses myths underlying the curriculum, teacher knowledge of the curriculum, and constructivist perspectives of the curriculum that need to be considered if curriculum reform is to succeed. Goals, pedagogical features, a typical session, and field test evaluation results for the ScienceVision hypermedia system are described. Sample screen…

Five studies conducted in high school mathematics and science classes from 1984 to 1986 are reviewed to better understand teaching and learning processes associated with high-level cognitive learning. Factors that influence the ability to cover the curriculum in the planned time are identified and discussed. (Author/MT)