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This
article
describes
the
methods
and
results
of
an
assessment
of
students'
scientific
writing.
The
study
was
conducted
in
an
introductory
oceanography
course
in
a
large
public
university
that
used
an
interactive
CD-ROM
entitled,
"Our
Dynamic
Planet."
The
CD
provided
students
with
geological
data,
which
they
used
to
build
written
arguments
regarding
plate
tectonics.
Twenty-four
student
papers
from
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The
constructivist
approach
to
science
education
is
recognized
as
being
valuable
for
building
deep
student
understanding
of
scientific
content
and
inquiry.
This
article
describes
a
study
in
which
researchers
introduced
a
constructivist
approach
in
two
teacher-training
courses
and
assessed
their
resulting
content
knowledge
with
examination-based
assessments.
Contrary
to
expectations,
the
change
in
...
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This
article
describes
a
study
in
which
data
on
exam
performances
and
attitudes
toward
the
use
of
technology
were
collected
from
large
enrollment,
entry-level
Geoscience
courses
over
a
span
of
seven
semesters.
The
data
were
examined
to
determine
if
the
use
of
computers
as
a
presentation
tool
and
the
incorporation
of
the
internet
as
a
means
to
give
students
increased
exposure
to
course
content
(notes)
...
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This
article
discusses
the
establishment
of
Shippensburg
University's
Burd
Run
Interdisciplinary
Watershed
Research
Laboratory
and
the
advantages
of
linking
disciplinary
perspectives
across
courses
in
geology,
geography,
biology,
and
teacher
education.
The
laboratory
provides
an
easily
adaptable
conceptual
model
for
improving
environmental
science
education
at
teaching-oriented
institutions
nationwide.
...
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This
article
describes
the
benefits
of
research
partnerships
to
scientists,
students,
and
teachers.
There
is
growing
awareness
that
the
way
science
is
experienced
in
the
K-16
classroom
deviates
greatly
from
the
experiences
of
practicing
researchers.
Whereas
researchers
are
immersed
in
more
open-ended
observation
and
inquiry,
many
K-16
students
find
themselves
cramming
to
memorize
core
scientific
content
...
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This
article
provides
a
brief
overview
of
the
GLOBE
Program
and
describes
its
benefits
to
scientists,
teachers,
and
students.
The
program
itself
is
designed
to
use
environmental
research
as
a
means
to
improve
student
achievement
in
basic
science,
mathematics,
geography,
and
use
of
technology.
Linking
of
students
and
scientists
as
collaborators
is
seen
as
a
fundamental
part
of
the
process.
GLOBE
trains
...
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This
article
describes
the
Nevada
Science
Teacher
Enhancement
Project
(N-STEP),
a
three-year
teacher
enhancement
program
funded
by
the
National
Science
Foundation.
As
part
of
the
project,
high
school
teachers
worked
closely
with
research
scientists,
education
faculty,
and
high
school
students
on
authentic
field-based
research
projects
in
geosciences,
biological
sciences
or
social
sciences.
Interviews
...
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This
is
an
overview
of
a
field-based
research
experience
in
Earth
Science
teacher
education
program
that
was
conducted
for
secondary
science
teachers
from
Prince
George's
County,
Maryland.
The
goal
of
the
program
was
to
produce
well-prepared,
scientifically
and
technologically
literate
Earth
Science
teachers
through
a
teaching-
and
research-oriented
partnership
between
in-service
teachers
and
a
university
...
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Educational
research
findings
suggest
that
instructors
can
foster
the
growth
of
thinking
skills
and
promote
science
literacy
by
incorporating
active
learning
strategies
into
the
classroom.
This
paper
describes
a
variety
of
such
strategies
that
may
be
adopted
in
introductory
geology
courses
to
encourage
the
development
of
higher-order
thinking
skills,
and
provides
directions
for
implementing
these
...
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This
article
describes
the
potential
benefits
of
Student-Scientist
partnerships
(SSPs)
to
both
students
and
researchers.
Scientists'
concerns
with
the
accuracy
of
data
acquired
by
students
are
discussed.
An
overview
is
presented
of
a
pilot
SSP
in
which
4th-9th
grade
students
perform
research
on
Devonian
marine
fossil
assemblages.
Assessment
results
show
that
useable
data
can
be
obtained
from
SSPs,
...
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