Most primary school teachers do not use constructivist teaching because they find it difficult and impractical to implement. Uses the Five Es model (Engagement, Exploration, Explanation, Elaboration and Evaluation) and results show that it is found interesting and fun by students, motivates learning, and promotes higher-order thinking skills. (SOE)

The views of first-year biology students on an essay writing assignment were evaluated through a questionnaire. Makes a series of recommendations to help students develop improved writing strategies, minimize the possible difficulties encountered, and allow the writing exercise to be an integral part of the learning process. (AIM)

Investigates students' (N=736) conceptions of inertia and compares these conceptions with historical changes in the concept. Findings indicate considerable similarities as well as dissimilarities between students' conceptions and the views of past scientists. Contains 31 references. (Author/JRH)

Examines 4 biology and 10 chemistry textbooks to determine the types of analogies, their ranges of presentation style, and their efficacy to effect students' conceptual understandings. Presents recommendations to teachers for improving the teaching and learning of biology and chemistry by investigating instructional strategies and clarifying their…

The aim of this study was to explore the extent to which the characteristics of two teaching interventions can bring about cognitive progress in preschoolers with regard to the factors rolling friction depends on, when it is applied to an object that is freely rolling on a horizontal surface. The study was conducted in three phases: pre-test,…

Administered a laboratory process skills test to 147 year-5 students to assess their investigations, performance, and reasoning in biology, chemistry, and physics. Reports significant correlation between performance and amount of homework done and students' perceptions of several aspects of the classroom environment including personalization,…

Explores the nature of multiple environments within a middle school classroom from the different perspectives of teacher, student, and participant observer. Discusses the activity settings of lectures and group work, as well as issues of learning and assessment. Argues that teachers need to adopt procedures that enable them to identify and plan…

Examines ways in which knowledge might be captured, articulated, and portrayed to others. Develops an approach to articulation and portrayal based on what is called the CoRe (Content Representation), which represents the particular content/topic of the science teaching, and PaP-eRs (Pedagogical and Professional experience Repertoire), which…

Reports on a large-scale study that investigated the quality of science teaching and learning in Australian schools. Purposes were to: (1) describe ideal practice in the teaching and learning of school science; (2) describe the nature of science teaching and learning in Australian schools; and (3) make recommendations to move the actual closer to…

Reports on studies that examine reasons and justifications trainee science teachers give for the ways they conduct practical work. A case for the reevaluation of practical work in science education is made and it is argued that science teacher behavior is best understood anthropologically. Implications for mentoring and school-based training are…

This paper describes the methods and outcomes of a 12-year longitudinal study into the effects of an early intervention program, while reflecting back on changes that have occurred in approaches to research, learning and instruction since the preliminary inception stages of the study in the mid 1960s. We began the study to challenge the prevailing…

Describes various tools, materials, and experiences used to facilitate critical reflection in teaching prospective science teachers. Tools discussed include portfolios, journals, learning maps, the use of metaphors, and proverbs. Such tool use may provide support to generate science-education reform. (AIM)

Describes a study of the influence of the Cognitive Acceleration through Science Education (CASE) program on the scientific creativity of secondary school students. Scientific creativity is measured by the Scientific Creativity Test for Secondary School Students. Results indicate that the program did promote the overall development of scientific…

Describes the conceptions of (n=8) preservice teachers about how they would recognize a "good" teacher of elementary science and the people and experiences they believed influenced the formation of these views. (Author/MKR)

Relates the reasoning of students introduced to the concept of chemical equilibrium to the historical development of the concept. Concludes that the study of authentic historical sources may inspire the design of effective teaching activities. Contains 33 references. (DDR)