Presents results of a study pertaining to the types of activities used in high school science classes and the academic work of students. Suggests researchers need to study classrooms, construct a picture of classroom life and communicate their findings to those with an interest in curriculum design and implementation. (Author/BSR)

To obtain reliable and valid measures of cognitive development in group settings, the Test of Logical Thinking, a paper-and pencil test of formal reasoning ability, was developed. It was administered to high school stuents, and alternate forms were then devised. Applications are discussed. (MNS)

Compares two high school chemistry teachers with two elementary science teachers from case studies from the Exemplary Practice in Science and Mathematics Education Project in Australia. Concludes that both pedagogical and content knowledge are important ingredients for outstanding teaching. (CW)

Describes the development and modification of a teacher education program based on a constructivist epistemology. Among the conclusions are that systemic change is a slow process. If reforms are to be permanent, it is necessary to change the referents of the culture and empower teachers to take personal actions to overcome perceived constraints.…

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)

Describes the teaching practices of one exemplary physics teacher. Identifies those teaching practices which can be considered exemplary and worthy of attention and analysis by physics teachers and teacher educators. Reports four assertions by the data from observations and interviews with teachers and students. (YP)

Reviews research related to teaching and learning higher cognitive level objectives from a constructivist perspective. Examines several factors including the cognitive demands of academic work, classroom management, delivery of instruction, formal reasoning ability, grouping of students, and motivation to learn. Concludes that an active teaching…

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…

This paper provides a focus on the successful and positive facets of schooling from a series of case studies. The study involved 13 researchers in over 500 hours of intensive classroom observation of 20 exemplary teachers and a comparison group of non-exemplary teachers. The qualitative information was complemented by quantitative information…

Discusses a study which examined gender related differences in participation in science activities. Based on interpretive observations and formal interviews, gender related differences in engagement patterns were evident with the high school students. Presents six assertions and provides supporting examples of gender differences. (ML)

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.…

Describes a study that investigated the activities and interactions of teachers and students in two Western Australian high schools. Reports findings dealing with activity structures, reward systems, teacher expectations, and disruptive students. Also contrasts the managerial styles of three teachers. (ML)

Investigates specific strategies and activities used by two chemistry teachers to enhance student understanding of chemistry at the 11th- and 12fth-grade levels. Discusses teacher characteristics, class activities, classroom management, and monitoring for understanding. (YP)

The study examines how social and cultural factors mediate the teaching and learning of science in an Australian high school. Grade 10 students, many of them new migrants, often transient and from circumstances of economic hardship, were taught a 5-week unit on chemistry by a teacher with social and cultural histories similar to those of most of…

Presents the case study of a university-level instructor teaching a course in physical science to prospective elementary and early childhood teachers. Concludes that the beliefs of the instructor constrained the enacted curriculum to an extent that gaps between the needs of students and the enacted curriculum were wider at the end of the course.…