The Teacher Academy in the Natural Sciences (TANS) provided middle school (U.S. Grades 6-8) teachers (N = 81) with intensive professional development (PD) in chemistry, geosciences, and physics, with teachers enrolled in one scientific discipline per year. Because some teachers were retained and rotated into different disciplines, the TANS program…

The purpose of this descriptive study was to examine teacher instructional dilemmas and opportunities that emerged when students worked with interactive computer-based simulation models during the High-Adventure Science (HAS) project. The intervention included the HAS digital curriculum, designed for grades 7-12. Each curricular unit was framed to…

This study investigated sixth-grade middle-level students' geometric spatial development by gender and race within and between control and experimental groups at two middle schools as they participated in an Earth/Space unit. The control group utilized a regular Earth/Space curriculum and the experimental group used a National Aeronautics and…

William Buckland (1784-1846) first identified and scientifically studied coprolites in the early 1820s. Although some of his contemporaries did not look favorably upon him or his research, Buckland's early experiments advanced paleoecology and taphonomy. Because our informal presentations with coprolites resulted in students' spirited reactions,…

This research is concerned with preservice teacher understanding of six earth and space science concepts that are often taught in elementary school: the reason for seasons, phases of the moon, why the wind blows, the rock cycle, soil formation, and earthquakes. Specifically, this study examines the effect of readings, hands-on learning stations,…

Describes several activities involving a total eclipse of the moon. Included are observations with binoculars, naked eye, and telescope; timing activities and observations of color changes during penumbral and umbral phases; and photography activities. (CS)

Eighth grade science students were given inventories in a triad and a paired comparison format. From these, a ranking of science categories was made. Students tended to rank earth-space and biological sciences ahead of the physical sciences. Reasons for this included inventory bias, maturational development, and a teacher effect. (MA)

Describes how the audiotutorial method of instruction can be used to simulate field trips in earth science. Each excursion takes the student, via slides, audiotapes, specimens and maps, to various parts of the world to observe and investigate phenomena associated with a particular aspect of earth science. (JR)

Moh's scale for determining the hardness of substances is explained. Four classroom exercises are suggested. (MK)