Describes the construction of an apparatus that can be used as a quick and easy model of the passage of a longitudinal wave in a steel or aluminum rod. Employs expandable steel springs. (DDR)

Describes when and how to carry out many of the most common statistical tests including mean, standard deviation, confidence limits, correlation, regression, t-test, Chi square test, and ANOVA. Uses Excel to perform these operations. (DDR)

Asks whether what is taught in science class only makes sense to someone who already understands science. Discusses school science in terms of four questions: (1) What is to be taught?; (2) What conditions promote learning?; (3) What do students learn?; and (4) What are the cognitive processes in learners' minds? (Contains 17 references.)…

Defines six types of investigations: (1) classifying and identifying; (2) fair testing; (3) pattern seeking; (4) exploring; (5) investigating models; and (6) making things or developing systems. Challenges the dominance of fair testing in school science investigations. (Author/WRM)

Contains contributed suggestions in the teaching of structure and bonding and reaction rates and equilibria in the Nuffield Advanced Chemistry Project. (CP)

Reviews the advanced chemistry course of the Nuffield O-Level Chemistry Project being developed in Great Britain. (SL)

Describes the Basic Oxygen Steelmaking process and discusses its differences from, and advantages over, other common steelmaking processes. States that most texts omit much of this information. (CW)

Discusses between-species variation in adaptation of the photosynthetic mechanism to cope with wide fluctuations of environmental water regime. Describes models for water conservation in plants and the role of photorespiration in the evolution of the different pathways. (CW)

Describes a study of student understanding of the nature of physics in Hungary before and after curricular reform in 1985 similar to Nuffield physics in Great Britain. Concludes that students taking non-science courses do not readily adopt a physical style of thinking. (CW)

Discusses the use of analogies and models for teaching about electric current. Reports on a study in which one group of students used analogies to learn about electric current and one did not. Results indicate that, in this case, analogies did not play a significant role in student understanding. (TW)

Reports on a study designed to examine students' understanding of certain aspects of heat, pressure, and evolution. Results indicated that little change was apparent over the two-year period of the study, with most of the students in the 12 to 14 age range at the same conceptual level as the 14 to 16 year olds. (TW)

Describes the goals, programming emphasis, format, and subjects addressed in the television series "Scientific Eye." Offers suggestions on how teachers might use this type of interactive programming. Also includes an overview of the program's book. (ML)

Advocates and defines a contextual science approach which emphasizes holistic investigations of phenomena. In the approach, small groups of teachers (each with an area of expertise) would be in charge of instruction. An example of the approach (with suggested roles for each specialist) related to the world food supplies is given. (DH)

Presents three articles dealing with: (1) a critical assessment of providing science education for the 16-19 age range (part 3), vocational preparation; (2) thinking and writing in primary science; and (3) teaching science to children from ethnic minority groups. (JN)