Electronic Journal of Science Education V5 N2 - December 2000
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ISSN 1087-3430 Vol. 5 - No. 2 - December 2000


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

John R. Cannon, Editor and Publisher

David T. Crowther, Associate Editor and Publisher
University of Nevada, Reno


Table of Contents

EJSE Editorial...

Professional Development In Nevada: The Traveling Science Boxes of the Desert Research Institute

John R. Cannon
Editor and Publisher


Article One

Editor's Note: Many thanks to the author for submitting this manuscript in Acrobat PDF -- another first for the EJSE. If you do not have Acrobat Reader, please click on the "Get Reader" graphic below to download the program free of charge. Once the Acrobat Reader loads the article, use the back button on your browser to return to the EJSE.

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Views of Science as Represented in Urban Schoolchildren’s Photographs

by

John Settlage
Cleveland State University
J.Settlage@csuohio.edu

Abstract

This article describes how third graders' photographs were used to assess the influence of hands-on science instruction within an urban classroom. The photos and individual interviews were used to assess: 1) what the students perceived was included and involved with science; 2) how the students connected their school science experiences to their daily lives; and, 3) how the students used their cameras to capture and represent their ideas. The data showed that students were able to connect many aspects of the science content with events outside of school. However, perhaps as a consequence of the task, the students rarely showed science as a way of knowing but often as technology (e.g., electronic devices). Providing children cameras so they can represent their ideas proved to be an important research and assessment strategy.

About the author...

John Settlage is an associate professor of science education at Cleveland State University. The location of his institution has allowed him to become extensively involved with local urban school systems, affording him the opportunity to conduct research such as that presented here. Prior to working in Cleveland, John was a Senior Research Associate at TERC in Cambridge, Massachusetts. He earned his PhD in Curriculum and Instruction at the University of Missouri--Columbia under the guidance of Lloyd Barrow. He teaches science education courses at the graduate and undergraduate level and has recently begun teaching research methodology courses to Master's and Doctoral students. He lives in Cleveland Heights, Ohio with his wife, Sue Stephens, and Sonya, their Siberian Husky.


Article Two

Scientific Worldviews: A Case Study of Four High School Science Teachers

by

William W. Cobern, Ph.D.
Western Michigan University
bill.cobern@wmich.edu

and

Cathleen C. Loving, Ph.D.
Texas A & M University, College Station
cloving@tamu.edu

Abstract

In this research the ideas about Nature held by four high school science teachers are used to illuminate how any abstract notion of a scientific worldview does not adequately describe the perspectives of scientifically knowledgeable individuals, such as competent secondary school science teachers. The abstract notion of a scientific worldview is a distortion of the cognitive frameworks held by scientifically knowledgeable people in that the abstraction ignores the broader milieu of a person's ideas, beliefs, and commit-ments. To the extent that the inculcation of a scientific worldview is a proper goal of science education, therefore, our argument is that effective science education will help students develop an understanding of science within broader cultural contexts that include both those who do science and the students themselves. Moreover, science teachers must recognize the cultural embeddedness of their own scientific perspectives.


Article Three

An Innovative College Curriculum Model for Teaching Physical Science to Pre-Service Elementary Teachers

by

James Edward Lilly
Arkansas Tech University
james.lilly@mail.atu.edu

and

Rudy F. Sirochman
The University of Southern Mississippi

Abstract

We introduce a curriculum model for teaching physical science to the pre-service elementary school teacher entitled Powerful Ideas in Physical Science (PIPS). This model was developed by members of the American Association of Physics Teachers (AAPT) and is inquiry, hands-on, and discrepant-event based.


EJSE's Exemplar Lesson Plans

Basic College-Level Pharmacology: Therapeutic Drug Range Lesson Plan

by

Richelle S. Laipply
University of Akron
laipply@uakron.edu

Abstract

Investigations of scientific concepts using inquiry can be included in the traditional college lecture. This lesson uses the Learning Cycle to demonstrate therapeutic drug range, a basic concept in pharmaceutical science. Students use graphing to discover patterns as a part of data analysis and interpretation of provided investigation data.


EJSE's Special Section on Standards-based Exemplar Lesson Plans


Special Section: Resources and Programs in Higher Education

compiled by David T. Crowther, Associate Editor, EJSE


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