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    Electronic 
    Journal of 
    Science 
    Education      
    ISSN 1087-3430   Vol. 2 No.2   December  1997
     John R. Cannon, Editor and Publisher
    David T. Crowther, Associate Editor and Publisher
    University of Nevada, Reno
      "Go Pack"

    * For a "printer-friendly", plain white paper version of this contents page, click here.

         Thank you for your interest in the Electronic Journal of Science Education the only journal of its kind devoted to the timely sharing of science education issues via the World Wide Web and E-mail. The editors and review board hope you find the enclosed articles academically and professionally valuable.
       
     

                                      Table of Contents

      Guest Editorial...

          How We Teach and How Students Learn -- A Mismatch?

                                       by Lillian McDermott,  University of Washington
       
      To go to this article, click here.

     

      Article One

      Survey of Physics Instructor Attitudes on Student Access to Problem Solutions

      by

      Edw. S. Ginsberg,
      Physics Department
      University of Massecusetts
      Boston, MA 02125-3393
      E-mail:: ginsberg@umbsky.cc.umb.edu

      Regina M. Panasuk
      College of Education
      University of Massecusetts
      Lowell, MA 01854

      and

      Simon George
      Physics & Astronomy Department
      California State University
      Long Beach, CA 90840.

      Abstract

      Solving physics problems is an essential part of the learning process. How and when students should be allowed access to textbook problem solutions, however, is a controversial issue. The purpose of this study was to collect and examine data on the attitudes of physics instructors on this subject. Questionnaires were mailed to physics departments at 475 arbitrarily selected U. S. and Canadian colleges and universities. The survey instrument contained six questions designed for a combination of a 5-point Likert-scale and open-ended responses, as well as fill-ins for basic anonymous demographic data, and space for the respondent's comments. The 249 responses received convey a wide range of opinion on each question, with bi-modal or uni-modal Likert-scale distributions, and comments spanning one extreme to the other. A detailed analysis of all the survey responses is presented. The possible significance of the survey results, and the need to rethink pedagogical strategies regarding student access to problem solutions, is discussed.

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      Article Two

      The Heron Network -- Changing the Ways Students Learn Science

      by

      Michael E. Beeth
      The Ohio State University
      Columbus, OH
      E-mail: beeth.1@postbox.acs.ohio-state.edu

      and

      Mark Wagler
      Randall ElementarySchool
      Madison, WI

      Abstract
       

      This article is an exemplification of teaching that encouraged students to pose and solve authentic questions about science and math, to describe the impacts of the academic and social culture in which they live (and learn science), and to use technology both in the design of their science/math investigations and to communicate their findings. Illustrates within is a single case in which a group of teachers radically modified their approaches to teaching science and the significance of these changes in terms of student outcomes.  The web sites constructed by these teachers and students is called the Heron Network.

      To go to this article, click here.
       

      Article Three

      School Science in India: Curriculum Developers/Textbook Authors' Perspectives

      by

      Ravinder Koul
      Research Associate
      Curriculum and Instruction
      609B Allen Hall
      West Virginia University
      Morgantown, WV 26505
      E-mail: Ravi@wvu.edu
      http://www.wvu.edu/~ruralnet/about/profess.htm

      and

      Thomas M. Dana
      Assistant Professor
      Curriculum and Instruction
      164 Chambers
      The Pennsylvania State University
      State College, Pa 16801
      E-mail Tmd3@psu.edu
       
      Abstract

      In India, National Council of Educational Research and Training (NCERT) develops the most widely used science textbooks for Indian school children.Interviews with curriculum developers /textbook authors at NCERT, New Delhi offer insights into the gap between objectives of the National Policy on Education and the development of more meaningful and relevant school science materials.

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      Special Section:  Resources and Programs in Higher Education

          compiled by David T. Crowther, Associate Editor, EJSE

      To go to the special section, click here.
       

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