Understanding the nature of science and scientific inquiry constitute foundation stones in scientific education in general and in scientific literacy in particular. Therefore, students must develop informed perceptions regarding science inquiry in order to be scientifically literate. The current study's purpose was to examine students' perceptions…

Reports on a study in which a teacher used the collaborative development of a format-free computer database to facilitate the construction of knowledge by a group of students (n=3) during a science project. Results indicate that knowledge construction is enhanced when children collaboratively develop a format-free database. Contains 27 references.…

Uses concept-map content analysis and interviews to gain insights into the knowledge organization and knowledge processing of preservice teachers (N=48). Concludes that active cognitive processing of knowledge is related to complex cognitive structures. Contains 29 references. (DDR)

Differences in the status of ontological categories on the concept maps of secondary-, undergraduate- and graduate-level chemistry students were analyzed with the "Pathfinder" scaling algorithm and multidimensional scaling. Results indicate differences among groups in the structural significance of abstract process-related nodes and…

Questions whether self-assessment helps teachers develop new conceptual structures in the context of integrated science. Examined 22 inservice teachers with concept maps, interviews, and questionnaires while they used teaching materials for eight integrated topics in the German PING Project. Discusses the importance of using self-assessment to…

This annual publication contains 43 research papers on a variety of issues related to science education. Topics include the following: mature-age students; teacher professional development; spreadsheets and science instruction; the Learning in Science Project and putting it into practice; science discipline knowledge in primary teacher education;…