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Students in secondary school often find mathematics abstract and irrelevant, frequently questioning its usefulness and purpose. The discourse around STEM education has encouraged secondary teachers to attempt connecting mathematics with other STEM disciplines, most commonly with science. By making connections between content and skills through applications, it is anticipated that secondary school students will engage more in class that may result in improved mathematics achievement. This paper explores the rationale for making connections with science, examines the impact on student achievement in mathematics from previous research and discusses challenges for schools and teachers.

For the thirty-seventh year, the Research and Theory Division and the Division of Instructional Design of the Association for Educational Communications and Technology (AECT) sponsored the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Jacksonville, Florida. This year's Proceedings is presented in two volumes--Volume 1 includes twenty-seven research and development papers. Volume 2 includes thirty-one papers on the practice of educational communications and technology. The 31 papers with respective authors included in Volume 2 are: (1) Evaluation of Education and ICT Network (EBA) Based on Web Content Accessibility Guidelines 2.0 (Ayse Aydin Akkurt, Murat Ataizi, Haci Mustafa Dönmez); (2) Factors That May Influence Instructors' Choices of Including Social Media When Designing Online Courses (Laura L. Alderson, Deborah L. Lowther); (3) A Proposed Framework for Designing MOOCs Based on the Learning Sciences and the First Principles of Instruction (Hawazen Alharbi, Michele Jacobsen); (4) Renaissance 2.0: Connecting Dots (Aras Bozkurt); (5) In the Learner-focused Course Design: Games and Sims 101 (Joanne E. Beriswill); (6) Anatomy of the Megatech Project: A Goal-Based Scenario for Computing Fundamentals (Joanne E. Beriswill); (7) Meaningful Stimulus for a Segmented Instructional Animation: Reflection versus Prediction (Jongpil Cheon, Sungwon Chung, Steven M. Crooks); (8) A National Study of School Library Websites: Preliminary Design & Usability Guidelines (Anthony S. Chow, Rebecca J. Morris, Amy Figley, Jessica Sherard); (9) Designing a Responsive E-Learning Infrastructure: Systemic Change in Higher Education (Anthony S. Chow, Rebecca A. Croxton); (10) Using Addie and Systems Thinking as the Framework for Developing a MOOC: A Case Study (Rebecca A. Croxton, Anthony S. Chow); (11) Video Games and Learning: What Boys Learn From Vidoe Games and Can it Map to the Common Core Standards? (Jason A. Engerman, Alison Carr-Chellman); (12) Interpreting the Aesthetics of Games and Evaluating its Effect on Problem-Solving Using Visualization Theory (Diali Gupta, Beaumie Kim); (13) Designing Feedback to Increase Interaction and Learning in an Online Self-Study Course (Jacob A. Hall, Tiffany A. Koszalka, Lina Souid, Yufei Wu); (14) How a Once-Rejected Grant Proposal Was Later Funded by the State of Georgia (Jackie HeeYoung Kim, Moon-Heum Cho); (15) iBooks Author: Potential, Pedagogical Meanings, and Implementation Challenges (Jackie Heeyoung Kim); (16) Creating Participatory Online Learning Environments: A Social Learning Approach Revisited (Heather Lutz, Quincy Conley); (17) Faculty Training on eLearning: An International Performance Improvement Case Study (Eunice Luyegu); (18) Using the Community of Inquiry Framework for Library Science Course Design: An Eastern Caribbean Example (Dorothea Nelson); (19) Technology Enhanced Learning Strategies In K-12 Classrooms (Esther Ntuli); (20) The Role of Digital Game-Based Learning in Enhancing Social Presence (Ela Akgun Ozbek); (21) Digital Science Notebooks to Support Elementary Students' Scientific Practices (Seungoh Paek, Lori A. Fulton); (22) ESL's and PARCC Online Testing (Christine Patti); (23) Teaching Soft Skills with Games and Simulations (Deanna L. Proctor, Lenora Jean Justice); (24) Online Learning: Genie In a Bottle or Pandora's Box? (Angela Doucet Rand, Gayle V. Davidson-Shivers); (25) Promoting Student-Centered Learning: Team-Based Learning In A Technology-Rich Classroom (Mei-Yau Shih, Susan Han); (26) Computers as Critical Thinking Tools: Primarily Self-Directed, Online Capstone Course (Lina Souid, Yufei Wu, Jacob A. Hall, Tiffany A. Koszalka); (27) Collaborative Design of an Online Self-Directed Course: An Example of a Cognitive Apprenticeship (Lina Souid, Yufei Wu, Jacob A. Hall, Tiffany A. Koszalka); (28) Mobile Technology and Applications for Enhancing Achievement in K-12 Science Classrooms: A Literature Review (Sylvia Manka Azinwi Suh); (29) Evaluation of Web-Based English Reading Activities for Adolescent English Language Learners: A Pilot Study (Wan-Chun Tseng, Robert Dustin Florence); (30) Training Instructional Designers As Edupreneurs (Caglar Yildirim, Moonyoung Park, Tera Lawson, Nadia Jaramillo, Ana-Paula Correia, Ritushree Chatterjee, Pinar Arpaci ); and (31) Engaging the Online Language Learner (Julia Zammit, Sally A. Eliot, Caroline Kelly, Trey Martindale). (Individual papers contain references.) [For Volume 1, see ED562046.]

Gender and ethnic differences in, and possible predictors of, academic self-confidence, academic self-efficacy, and career-related outcome expectations were investigated for 289 students entering graduate programs in engineering and physical sciences at a research university in the midwestern United States. Influence of student demographic characteristics and parental socioeconomic characteristics, the differences in prior academic performance and program-related work experience, expectations of faculty/student interactions, perceptions of gender and ethnic status as admissions influences, and controls for current degree level and other factors were estimated hierarchically. Women reported lower academic self-confidence than men, but gender was only marginally predictive of academic self-efficacy and did not enter into models predicting career-related outcome expectations. U.S. minority students reported higher academic self-efficacy than Anglo students, and foreign student status was associated with reduced career-related outcomes. Student perceptions of academic preparedness, status-related disadvantages, and faculty/student interactions were strong predictors of academic self-efficacy and career-related outcome expectations. Student funding concerns and research group involvement contributed to reduced career-related outcome expectations. Findings suggest that social, cognitive, and institutional variables may be important determinants of subsequent academic performance. Eight tables giving a statistical breakdown of the various factors studied and two appendices offering comparative statistics and variable definitions are included. (Contains 69 references.) (Author/CK)

These papers, by unidentified staff members of the California Department of Education, were supplied to participants in the California Education Summit for discussion and the development of specific recommendations. The summit's keynote address, "The Global Democratic Revolution" (Diane Ravitch), is also included, as is an alphabetical listing of summit participants. The papers are titled as follows: (1) "Educational Accountability: A Driving Force for School Reform"; (2) "Educational Assessment: Harnessing the Power of Information to Improve Student Performance"; (3) "The Number 1000: A Proposal to Measure School Performance with a Single Accountability Index"; (4) "Curriculum"; (5) "High School Transitions"; (6) Adult Literacy"; (7) "Organizing More Effective Services for Children, Youth, and Families At Risk"; (8) "Restructuring to Improve Student Performance"; and (9) "Teacher Preparation and Recruitment." (MLF)

The integration of mathematics and science is not a new concept. However, during recent years it has been a major focus in education reform. A Wingspread conference promoted discussion regarding the integration of mathematics and science and explored ways to improve science and mathematics education in grades K-12. Papers from the conference included in this collection are: (1) "Integrating School Science and Mathematics: Fad or Folly?" (Lynn A. Steen), is organized around three basic issues: philosophy, coherence, and instruction; (2) "Mathematics and Science Education: Convergence or Divergence" (John A. Dossey), discusses three reasons why mathematics education has moved away from "direct ties" with science education in the last century; (3) "Breaking What Barriers between Science and Mathematics? Six Myths from a Technological Perspective" (Carl F. Berger), approaches the integration of science and mathematics education from a technological perspective; (4) "Video Environments for Connecting Mathematics, Science, and Other Disciplines" (John D. Bransford and The Cognition and Technology Group at Vanderbilt), argues that the integration of science and mathematics instruction is highly desirable not as an end in itself but as a means to achieve other goals; and (5) "Integrating Mathematics and Science" (Robert F. Tinker), reflects on the logic of integrating mathematics and science tempered by the reality of practice at all grade levels. One third of the document is composed of the appendices. Appendices include: author biographies; a list of the Wingspread Conference Program and participants; and a report from the conference entitled "A Network for Integrated Science and Mathematics Teaching and Learning" (Donna Berlin and Arthur White). (ZWH)

This volume contains 41 papers, 10 abstracts/research notes, and an after-dinner speech "The Book of Genesis and the Chronicles of the People of ASERA (Australasian Science Education Research Association). Paper titles include: "Improving students' understanding of carbohydrate metabolism in first-year Biochemistry at tertiary level"; "Students' learning in science lessons: towards understanding the learning process"; "Intention and practice in school science education"; "Teaching science in primary schools: what knowledge do teachers need?"; "Pre-service teachers' use of problem-solving in primary science"; "Group interactions in science practical work"; "Teaching portfolios: developing quality learning in pre-service science teachers"; "From science teacher to technology facilitator: a case study of Katherine"; "Progression in school science curriculum: a rational prospect or a chimera?"; "The development of a K-3 science profile in the context of the National Science Statement and Profile"; "Newton's Third Law after Newton"; "Concept substitution: an instructional strategy for promoting conceptual change"; "An examination of the predictions and explanations of pre-service nurses across a range of contexts involving the same principles of fluid physics: a preliminary study"; "Learning to learn in informal science settings"; "Technology education and science education: engineering as a case study of relationships"; "First-year tertiary students' understanding or iron filing patterns around a magnet"; "Application of genetics knowledge to the solution of pedigree problems"; "Student beliefs and learning environments: developing a survey of factors related to conceptual change"; "Subject competency of teachers and level of dependence on resource packs to teach levers, gears and pulleys"; "Explainers' perceptions of visitors' learning at an Interactive Science and Technology Centre"; "Technological problem solving in two science classrooms"; "Images in mirrors: recollections, alternative explanations and modes of cognitive functioning"; "Responses to an interactive science exhibit in a school setting"; "Diagram predication and higher order structures in mental representation"; "Perceptions of assessment in a senior physics class"; "Gender inclusive curricula: a focus on two responses"; "Knowing and learning about science in a preservice setting: a narrative study"; "Factors perceived to have enabled 25 women to develop expertise to teach primary science"; "The effect of the direction of motion on students' conceptions of forces"; "Measuring affective outcomes from a visit to a Science Education Centre"; "Students' thinking in a chemistry laboratory"; "Data handling in the primary science classroom: children's perception of the purpose of graphs"; "'Have you got any cholesterol?': Adults' views of human nutrition"; "A constructivist approach to secondary school science experiments"; "'I want to find out how the sun works!' Children's sociodramatic play and its potential role in the early learning of physical science"; "Narrative in the science curriculum"; "Comprehension of non-technical words in science: the case of students using a 'foreign' language as the medium of instruction"; "Children's interests in geology and biology"; "Consistency of children's use of science conceptions: problems with the notion of 'conceptual change'"; "Self-efficacy and science anxiety among pre-service primary teachers: origins and remedies"; and "Teacher professional development: which aspects of in-service do teachers believe influence their classroom practice?" (MKR)

This annual publication contains 43 research papers on a variety of issues related to science education. Topics include the following: mature-age students; teacher professional development; spreadsheets and science instruction; the Learning in Science Project and putting it into practice; science discipline knowledge in primary teacher education; science, technology, and society; gender differences in choosing school subjects; history of science education; quality of teacher education; science attitudes; socially constructed learning; and conceptual development. Other papers concern such areas as report writing; history of science; the nature of science; investigation skills; pseudo-scientific and paranormal beliefs; language in science; concept mapping; constructivism; metaphors; textbooks; children's interests; Aboriginal science; and science and television. (PR)

This volume contains 41 papers and 6 abstracts/research notes. Titles include: "What makes lessons different? A comparison of a student's behaviour in two science lessons"; "Is achievement in Australian chemistry gender based?"; "Towards becoming a reflective practitioner: what to know and where to find it"; "Sci-Tec: evaluating a non-deficit model of in-service"; "Student understandings of natural selection"; "Development of a hypertext computer program to enhance the scientific writing skills of upper secondary physics students"; "'The approaching storm': ideology, power and control. The National Science Teachers Association curriculum development in the United States"; "Assessing the psychosocial environment of science classes in Catholic secondary schools"; "How can we find out what 3 and 4 year olds think? New approaches to eliciting very young children's understandings in science"; "Developing conceptions of food and nutrition"; "Textbook representations of science-technology relationships"; "The historical context of Newton's Third Law and the teaching of mechanics"; "Effect of context and gender on application of science investigation skills"; "'Hands on - minds on': introducing openness into senior biology practical work"; "Post-primary science teachers' perceptions of primary science education"; "Towards a theoretical basis for students' alternative frameworks in science and for science teaching"; "Teaching problem-solving skills: a reflection on an in-service course for chemistry teachers in Singapore"; "A decade of debate on the schooling of girls in physics: where are we now?"; "Chemical apathy or hysteria: what role for education?"; "Students' understanding of concepts related to plant growth"; "Science teachers' views of professional development"; "Teaching about theories of light in Year 12 Physics: an historical approach"; "Improving quantitative volumetric analysis skills in first year university chemistry courses"; "A case study of scientific reasoning"; "The relevance of 'recent and relevant' experience"; "Action research through stimulated recall"; "An alternative model for textbook formation"; "How consistently do students use their alternative conceptions?"; "The role of classroom research projects in the preparation of science teachers"; "Facilitating practitioner research into strategies for improving communication in classroom groups: action research and interaction analysis--a reconciliation?"; "Emerging issues concerning the future directions of Australian senior science education: the Queensland experience"; "Conceptions of water-related phenomena"; "A study of force concepts in tertiary level students"; "'The sun is sleeping now': Early learning about light and shadows"; "Response to the Discipline Review of Teacher Education in Mathematics and Science"; "The evolution of an approach for using analogies in teaching and learning science"; "Teacher and student usage of science textbooks"; "Developmental aspects of primary school children's construction of explanations of air pressure: the nature of conceptual change"; "Teaching controversial issues in the secondary school science classroom";"Teacher perceptions of professional development needs and the implementation of the K-6 Science and Technology syllabus"; and "Taking the plunge into the gene pool: teaching and learning in genetics." (MKR)

This book contains selected refereed papers from the 21st Annual Conference of the Australasian Science Education Research Association. The papers are as follows: "A Learning Model for Science Education: Developing Teaching Strategies" (Appleton); "Researching Balance between Cognition and Affect in Science Teaching" (Baird et al.); "Toward a Gender-sensitive Model of Science Teacher Education for Women Primary and Early Childhood Teachers" (Bearlin); "Learning in Science Project (Teacher Development): The Framework" (Bell, Kirkwood, & Pearson); "The Pupil as Philosopher" (Carr & Kirkwood); "New Data and Prior Belief: The Two Faces of Scientific Reasoning" (Dawson & Rowell); "The Influence of Gender, Ethnicity and Rurality Upon Perceptions of Science" (Dunne & Rennie);"Rediscovering Ignorance" (Edwards); "Practicalizing Piaget at the ASEP Guidelines Conference 1970" (Fawns); "The Quality of Teacher Education Programs" (Fensham & West); "Learning Environment, Learning Styles and Conceptual Understanding" (Ferrer); "Misconceptions and Light" (Fetherstonhaugh); "Scaffolding Conceptual Change in Early Childhood" (Fleer); "The Technology-Science Relationship: Some Curriculum Implications" (Gardner); "Year 12 students' Attainment of Scientific Investigation Skills" (Hackling & Garnett); "Outcomes of the Primary and Early Childhood Science and Technology Education Project at the University of Canberra" (Hardy, Bearlin, & Kirkwood); "Australian Studies: A Vehicle for Scientific and Technological Literacy?" (Jane); "Developing a Taxonomy of Science Concepts Based on a Scale of Empirical Distance" (Jones); "'Expert' and 'Novice' Subjects' Approaches to Genetic Problem Solving in a Computer-Based Setting" (Kinnear & Simmons); "The Constructivist Paradox: Teachers' Knowledge and Constructivist Science Teaching" (Louden & Wallace); "Diagram Information and Its Organisation in Memory: Exploring the Role of Skill and Experience" (Lowe); "Research into the Environment of Science Laboratory Classes in Australian Schools" (McRobbie, Giddings, & Fraser); "Development of Student Inquiry Skills in a Computerised Classroom Environment" (Maor); "History, Philosophy and Science Teaching; Current British, American and Australian Developments" (Mathews); "Focus Folklore: Reflections of Focus Teachers on the Sci-Tec In-service Project" (Napper & Crawford);"Science Education Research in Papua New Guinea 1978-1990" (Palmer); "Aboriginal Studies and the Science Curriculum: Affective Outcomes from a Curriculum Intervention (Ritchie & Butler); "Effects of Background and Classroom Characteristics on the Science Achievement of 10-year-old Students" (Rosier); "A Research Method Using Microcomputers To Assess Conceptual Understanding and Problem Solving" (Simmons & Kinnear); "Integration of Technology in the School Curriculum" (Treagust); "'What's Your Science Teacher Like?': Using Students To Appraise Teaching and Teachers" (Walsh); "Chemistry Concepts and Group Cognitive Structure: A Study of Undergraduate Nursing Students" (Wilson); "How Confident Are Primary School Teachers in Teaching Science?" (Yates & Goodrum); "The Investigation of School Effects on Student Achievement in Science: A Multilevel Analysis of Educational Data" (Young); and "Evaluation of a Course Designed To Teach Physics to Students in Physiotherapy" (Zadnik et al.). (PR)

This volume contains 48 papers and 9 abstracts/research notes. Titles include: "Alternative constructs and cognitive development: commonalities, divergences and possibilities for evidence"; "Discipline knowledge and confidence to teach science: self-perceptions of primary teacher education students"; "Teacher beliefs about learning and teaching in primary science and technology"; "Physics teachers' action-research experiences with a teaching module on 'Force'"; "Learning in interactive science centres"; "Progression in learning science"; "Students' perceptions of an innovative university laboratory program"; "An ecological perspective on research with computers in science education"; "Student perceptions of technology and implications for an empowering curriculum"; "Classroom behaviour settings for science: what can pre-service teachers achieve?"; "The importance of selected textbook features to science teachers"; "Development of an instrument for measuring attitudes or early childhood educators towards science"; "Combining issues of 'girl-suited' science teaching, STS and constructivism in a physics textbook"; "What has happened to intuition in science education?"; "Reconstructing the interactive science pedagogy: experiences of beginning teachers implementing the interactive science pedagogy"; "Introducing technology education to young children: a design, make and appraise approach"; "The applications of science to technology"; "The historical anecdote as a 'caricature': a case study"; "Risk-taking and teachers' professional development: the case of satellite remote sensing in science education"; "The reluctant primary school teacher"; "Expert-novice differences in science investigation skills"; "Adult experiences of science and technology in everyday life: some educational implications"; "Improving the quality of primary science teaching through a pre-service course"; "Teaching and report writing in primary science: case studies of an intervention program"; "Professional standards for the teaching of science: an exploratory study"; "Primary science education: views from three Australian states"; "School-based assessment of practical competence in science: some issues from English experience"; "Teachers' perceptions of technology education: implications for curriculum innovation"; "Improving a playcentre science programme through action research"; "Retraining chemistry teachers in the Philippines"; "Science and technology management: designing an undergraduate course"; "Reporting to parents: science in the context of the total primary curriculum"; "Students' understanding of concepts related to evaporation"; "Becoming a science teacher: first year teachers' approaches to learning about teaching"; "Dealing with graphic output from diagram processing tasks: approaches to characterisation and analysis"; "Developing networks of grass-roots science curriculum action"; "Constructivism and empiricism: an incomplete divorce"; "Can any good come out of researching in science education and being a science teacher at the same time?"; "Learning in professional practice schools: beyond clinical experiences and teacher workshops"; "Primary pre-service teachers' pedagogical reasoning skills"; and "Pupils' understanding of combustion." (MKR)

This document contains the abstracts of most of the papers, symposia, and poster sessions presented at the 63rd Annual Conference of the National Association for Research in Science Teaching (NARST). Subject areas addressed include teacher preparation; informal settings; cognitive models; classroom practices; teaching methods; student learning; teacher beliefs; microcomputers; elementary science; cooperative learning; teacher knowledge; visual learning; science instruction; science curriculum; self-efficacy; problem solving; gender; teacher programs; student thinking; research in Norway, Costa Rica, Taiwan, and Africa; science/technology/society; individual differences; electronic learning; cognitive test development; cognitive change; teacher development; and attitudes. (KR)

Abstracts of most of the papers presented at the 55th annual meeting of the National Association for Research in Science Teaching (NARST), held at the Abbey, Lake Geneva, WI, April 5-8, 1982 have been collected in this publication. Papers relate to such topics as teacher education: preservice and inservice, cognitive development, research techniques, metaanalysis, science learning and instruction, science education research in foreign countries, reasoning and problem solving, and science curriculum. (PEB)

To drive effective change towards sustainable development, several courses of action have been devised, and education was pointed as a way to attain this goal. Recognizing the impact of learning in context, it is essential to develop innovative educational proposals that bring schools into other social contexts. This study aims to present, albeit preliminarily, the potential of the EduCITY smart learning city environment for Education for Sustainable Development. The research explores mixed methods to analyse students' perceptions of one component of the smart learning city environment, the EduCITY app, which supports mobile educational games, and its potential to promote learning about sustainable development. To this end, an analysis of data collected during five educational game activities supported by this app was conducted. Data was collected anonymously through a post-game questionnaire, and through automatic app logs of game performance. Participating students recognised the value of the EduCITY app in promoting education for sustainable development. There was also a positive trend in promoting learning about sustainability through the scores and number of correct and incorrect answers per game. This article presents indicators of the value of the EduCITY project in promoting sustainable smart learning city environments, specifically through the use of the EduCITYapp and its multimedia resources. Future work includes the co-creation of games with students, teachers and citizens towards education for sustainability to gather data to assess whether the EduCITY smart learning city environment can promote changes in citizens to empower them towards sustainable development. [For the full proceedings, see ED659933.]

These proceedings contain the papers of the International Conference e-Learning 2015, which was organised by the International Association for Development of the Information and Society and is part of the Multi Conference on Computer Science and Information Systems (Las Palmas de Gran Canaria, Spain, July 21-24, 2015). The e-Learning 2015 conference aims to address the main issues of concern within e-Learning. This conference covers both technical as well as the non-technical aspects of e-Learning. The conference accepted submissions in the following seven main areas: Organisational Strategy and Management Issues; Technological Issues; e-Learning Curriculum Development Issues; Instructional Design Issues; e-Learning Delivery Issues; e-Learning Research Methods and Approaches; and e-Skills and Information Literacy for Learning. The conference included the Keynote Lectures: (1) "Fail Fast and Fail Forward--Embracing Failure as a Necessary Precursor of Success in the Delivery of eLearning Services," by Steven Duggan, Director, Worldwide Education Strategy, Microsoft; and (2) "A Different Perspective on the Singularity Point. How It Is Substituting Jobs in the Service Sector," by Jacques Bulchand-Gidumal, Professor of Digital Enterprises and Entrepreneurship, Universidad de Las Palmas de Gran Canaria, Spain. Papers in these proceedings include: (1) Playing Music, Playing with Music: A Proposal for Music Coding in Primary School (Adriano Baratè, Luca Andrea Ludovico, Giuseppina Rita Mangione, and Alessia Rosa); (2) Learning through Telepresence with iPads: Placing Schools in Local/Global Communities (Bente Meyer); (3) Strategic Decision Making Cycle in Higher Education: Case Study of E-Learning (Blaženka Divjak and Nina Begicevic Redep); (4) Performance & Emotion--A Study on Adaptive E-Learning Based on Visual/Verbal Learning Styles (Jennifer Beckmann, Sven Bertel, and Steffi Zander); (5) A MOOC and a Professional SPOC (Xu Cui, Zhenglei Zhang, and Lei Sun); (6) Increase in Testing Efficiency through the Development of an IT-Based Adaptive Testing Tool for Competency Measurement Applied to a Health Worker Training Test Case (Janne Kleinhans and Matthias Schumann); (7) Cognitive Presence in Virtual Collaborative Learning Assessing and Improving Critical Thinking in Online Discussion Forums (Jennifer Beckmann and Peter Weber); (8) Developing a Mobile Learning Management System for Outdoors Nature Science Activities Based on 5E Learning Cycle (Ah-Fur Lai, Horng-Yih Lai, Wei-Hsiang Chuang, and Zih-Heng Wu); (9) Behavioral Feature Extraction to Determine Learning Styles in E-Learning Environments (Somayeh Fatahi, Hadi Moradi, and Elaheh Farmad); (10) Maximizing and Personalizing E-Learning Support for Students with Different Backgrounds and Preferences (Olga Mironova, Irina Amitan, Jelena Vendelin, Jüri Vilipõld, and Merike Saar); (11) Usability of a Web-Based School Experience System: Opinions of IT Teachers and Teacher Candidates (Zülfü Genç); (12) Methodological Proposal for Elaboration of Learning Materials in Sign Language in University Teaching (J. Guillermo Viera-Santana, Dionisio Rodríguez-Esparragón, Juan C. Hernández-Haddad, and Jesús Castillo-Ortiz); (13) Moodle E-Learning System and Students' Performance in Higher Education: The Case of Public Administration Programmes (Lan Umek, Damijana Keržic, Nina Tomaževic, and Aleksander Aristovnik); (14) Cada Día Spanish: An Analysis of Confidence and Motivation in a Social Learning Language MOOC (Michael Henry and Diana Marrs); (15) Creating Games as Authentic Learning in the Information Technology Classroom (Mark Frydenberg); (16) Assisting Tutors to Utilize Web 2.0 Tools in Education (Isidoros Perikos, Foteini Grivokostopoulou, Konstantinos Kovas, and Ioannis Hatzilygeroudis); (17) Evaluating Students' Programming Skill Behaviour and Personalizing Their Computer Learning Environment Using "The Hour of Code" Paradigm (Nikolaos Mallios and Michael Gr. Vassilakopoulos); (18) Using Immersive Virtual Reality for Electrical Substation Training (Eduardo H. Tanaka, Juliana A. Paludo, Carlúcio S. Cordeiro, Leonardo R. Domingues, Edgar V. Gadbem, and Adriana Euflausino); (19) Goal Setting, Decision-Making Skills and Academic Performance of Undergraduate Distance Learners: Implications for Retention and Support Services (Nebath Tanglang and Aminu Kazeem Ibrahim); (20) Transformations: Mobile Interaction & Language Learning (Fiona Carroll, Rita Kop, Nathan Thomas, and Rebecca Dunning); (21) Digital Resource Exchange about Music (DREAM): Phase 2 Usability Testing (Rena Upitis, Karen Boese, Philip C. Abrami, and Zaeem Anwar); (22) Research Suggestions in the Design of a Global Graduate Business Program Delivered by Online Learning (Amy Puderbaugh); (23) Electronic Education System Model-2 (Fatih Güllü, Rein Kuusik, and Mart Laanpere); (24) Use of Cloud-Based Graphic Narrative Software in Medical Ethics Teaching (Alan S. Weber); (25) A Proposal to Enhance the Use of Learning Platforms in Higher Education (Bertil P. Marques, Jaime E. Villate, and Carlos Vaz de Carvalho); (26) Cloud Computing and Validated Learning for Accelerating Innovation in IoT (George Suciu, Gyorgy Todoran, Alexandru Vulpe, Victor Suciu, Cristina Butca, and Romulus Cheveresan); (27) An OWL Ontology for Metadata of Interactive Learning Objects (Bruno N. Luz, Rafael Santos, Bruno Alves, Andreza S. Areão, Marcos H. Yokoyama, and Marcelo P. Guimarães); (28) Utilizing E-Learning Systems in the Libyan Universities: Case Study; Tripoli University, Faculty of Engineering (Aisha Ammar Almansuri and Rowad Adel Elmansuri); (29) Making Sense of Game-Based User Data: Learning Analytics in Applied Games (Christina M. Steiner, Michael D. Kickmeier-Rust, and Dietrich Albert); (30) Practicing Low-Context Communication Strategies in Online Course Design for International Students Studying in the U.S. (Sharon Lalla); (31) Innovation Diffusion Model in Higher Education: Case Study of E-Learning Diffusion (Sanjana Buc and Blaženka Divjak); (32) Demonstrating DREAM: A Digital Resource Exchange about Music (Rena Upitis, Karen Boese, and Philip C. Abrami); (33) A Study on Teacher Training to Incorporate Gamification in Class Design--Program Development and Implementation in a Teacher Training Course (Shingo Shiota and Manabu Abe); (34) A Case Study of the Feedback Design in a Game-Based Learning for Low Achieving Students (Ting-Ling Lai and Hsiao-Fang Lin); (35) Development and Evaluation of an Informational Moral Lesson to Promote Awareness in Children (Kyohei Sakai, Shingo Shiota, and Kiyotaka Eguchi); and (36) Development and Design of a Problem Based Learning Game-Based Courseware (Chiung-Sui Chang, Jui-Fa Chen, and Fei-Ling Chen). Luís Rodrigues is an associate editor of the proceedings. Individual papers contain references. An author index is included. [For "Proceedings of the International Conference e-Learning 2014. Multi Conference on Computer Science and Information Systems (Lisbon, Portugal, July 15-19, 2014)," see ED557189.]

Included are 32 of the 73 papers presented at the 1978 conference of the National Association for Environmental Education. The papers are organized into seven sections. The first section contains a single paper on environmental ethics. The other six sections are on international environmental education, energy, systems, environmental studies, environmental education research, and environmental education programs. (BB)

This paper is part of a paper set which addresses the potential contributions of teacher effectiveness research to science teacher education. The goal of the study is to assess selected research-based teaching and observation practices in combination with an effective staff development procedure in the context of science education. Two techniques, "Active Teaching Behaviors (ATB)" and "Academic Learning Time (ALT)," were employed in classroom observation studies to explore their transferability potential to the teaching of high school science within the context of preservice teacher education. A case study of one of the project's participants, a student teacher assigned to a high school physics classroom, is presented. Areas provided in the case study include: (1) setting explanation; (2) verbatim excerpts from an interview; (3) discussion and reaction to ATB coding; (4) cooperating teacher's feedback; and (5) an interpretive summary. Tables of data on ATB from the observed lessons are also provided. (ML)

This paper reports the current status of women in science and engineering careers. Statistical data comparing women with men in various subject areas are presented, with graphs at these various levels: (1) precollege; (2) bachelor's degrees; (3) graduate school; (4) master's degrees; (5) doctoral degrees; and (6) labor force. Most of the statistical data show the trend over years. The obstacles on the way to a science career are explored, using the presented data. Encouraging women to participate in science and engineering areas, equal treatment in school and the workplace, shared responsibility for home and family, and a change in societal attitudes towards girls and women are recommended. (YP)

This document contains six papers presented at a conference on Science and Public Policy in the American University, held at Indiana University, March 20-22, 1968. The purpose of the conference was to report results of curriculum development in science and to examine issues and problems of science policy. All six papers included address topics of science curriculum development and/or science and public policy. (SL)

The aim of the study is to examine informational children's picture books prepared for preschool children in terms of scientific process skills. The study was conducted using the document review method, one of the qualitative research methods, and descriptive analysis method was used in the analysis of the data. Within the scope of the research, 18 books in the "Science Solves It" series prepared for preschool children by TUBITAK publications were first analyzed in terms of scientific content, and then analyzed according to 17 scientific process skills under the headings of basic process, causal process, and experimental process skills as a result of the scans in the field literature. As a result of the research, it was found that informational children's picture books in the Science Solves It series from TUBITAK publications were mostly prepared for the field of life science within the framework of science standards, and they were insufficient in terms of providing a scientist image to preschool children and presenting historical knowledge of science. In terms of scientific process skills, it was found that basic process skills were used more. Among the basic process skills, it was found that the communication skill and observation skill were included the most, while the measurement skill and the use of number/space relationships skill were included the least. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 432-448.]

This publication provides abstracts of papers presented at the 50th annual meeting of the National Association for Research in Science Teaching held in Cincinnati, Ohio March 22-24, 1977. The entries represent a wide range of topics in the field of science education. Topics include instruction, teacher education, learning, enrollments, concept development, scientific literacy, teacher behavior, and curriculum. (RH)

This publication provides abstracts of papers presented at the 51st annual meeting of the National Association for Research in Science Teaching (NARST) held in Toronto, Canada from March 31 to April 2, 1978. Entries represent a wide range of topics in science education including: cognitive development, teacher education, student behaviors, research methodology, learning theory, post hoc analysis of data, general research, multiple regression analysis, instruction, and curriculum evaluation. (SL)

These proceedings are divided into two major sections. Section I contains papers based on original research and thought and are intended as examples of products of rigorous scholarship. This section is subdivided into three subsections covering the future, the present, and the past. Papers appearing in this section were reviewed by at least two researchers selected for their expertise relative to the article being examined. Twelve papers appear in this section. The second section includes descriptive or journalistic papers and program reviews. Papers for this section are intended to be useful and of interest to environmental educators. In all, 16 papers appear in Section II. A section of guidelines for authors concludes the document. (Author/RE)

This paper, designed to assess the degree of implementation of the important features of a curriculum innovation, was presented at the 1978 Bat-Sheva Seminar on Curriculum Implementation and its Relationship to Curriculum Development in Science, Rehovot-Jerusalem, Israel. It investigates the use of sub-interviews within the main interview to assess the level of use of each of the components of interest innovation bundle. The methodology described is used to measure the level of implementation of the junior high school science program, The National World (TNW). This is the revision and modular adaptation of the Intermediate Science Curriculum Study (ISCS). A total of five teachers using the TNW program were interviewed personally or by telephone. Results show that all teachers are regular users of the program and there are considerable variations in their degree and level use of the program. Scales used to measure the use of innovation and interview format are also presented. (HM)

Provided in three major sections are selected papers presented at the 1982 Conference of the National Association for Environmental Education. The first part contains four invited addresses on environmental issues and two symposium papers related to the Global 2000 Report to the President. Topics of addresses focus on education/citizen participation, acid rain, and the Reagan Administration's environmental policy. The seven essays that follow give the practitioner's perspective on environmental education programs, approaches, and issues. Included in the final section are 14 research and evaluation papers. These are presented in four subsections focusing on: (1) environmental history (Unsung Heroes of the Environmental Movement); (2) environmental education research problems and issues, including an analysis of 10 years of research reported in volumes 3-12 of the Journal of Environmental Education; (3) inservice teacher education; and (4) four additional research/evaluation papers: a summary of arguments against use of values clarification in public education; an investigation of relationships between sex-role identification and degree of environmental concern, knowledge, and personal commitment; technique for facilitating citizen participation; and a discussion of photovoltaics in the soft energy path. Appended is a list of the "Selected Papers" volumes in the "Current Issues" Series. (JN)

Abstracts of most of the papers presented at the 57th Annual Meeting of the National Association for Research in Science Teaching (NARST) have been collected in this publication. Papers focus on such areas as cognitive structure, development of scientific literacy in secondary schools, science teaching as a career, improving science teaching, factors influencing attitudes toward science, teacher characteristics and student performance, intellectual development, concept learning, factors influencing achievement, test construction, science instruction, learning science in out-of-school settings, changing and assessing teacher attitudes, and research methods. Other papers focus on areas dealing with learning in chemistry, science teaching in higher education, microcomputers in the classroom, science curriculum development, cognitive teacher behavior, applying teacher effectiveness findings to preservice and inservice teacher education, inservice teacher education, science process skills, cognitive development and science achievement, secondary analysis results from the 1981-82 National Assessment in Science, spatial learning, problem solving, attitudes toward science, science learning in the elementary school, science for gifted and talented students, and misunderstanding of science concepts. (JN)

This report contains the proceedings of a seminar conducted by the Ad Hoc Subcommittee on Manpower of the National Science Board. The major topic of the seminar was the scientific and technical manpower projections of supply and demand, since such projections can serve as a major tool in effecting policy decisions. Six major papers were commissioned for the seminar, each with the following themes: (1) the accuracy of past predictions of scientific and technical manpower; (2) the methodology assumptions used, and limitations employed in projections of scientific and engineering manpower supply and demand; (3) the uses, limitations, and impacts of these projects; (4) methods for enabling students to make career decisions; and (5) possible steps to aid students and others over the long term to evaluate the realizability of their anticipated futures. This volume contains the commissioned papers, panel discussions and summaries, and a complete listing of all participants. (Author/MH)

This publication provides abstracts of papers presented at the 49th annual meeting of the National Association for Research in Science Teaching (NARST) held in San Francisco, April 23-25, 1976. The entries represent a wide range of topics in the field of science education. The themes recurring most often are related to the fields of: (1) competency-based education, (2) concept development, (3) learning theory, and (4) teacher education. Abstracts include presentations at symposia, concurrent and training sessions, and contributed papers. (CP)

This publication was produced by the ERIC Information Analysis Center for Science, Mathematics, and Environmental Education in cooperation with the National Association for Research in Science Teaching (NARST) to provide abstracts of most of the papers presented at the 48th annual conference in Los Angeles, California, March 17-19, 1975. The abstracted papers cover a wide range of topics of importance in science teaching. Many report the results of current research in science education. General session topics included values education, evaluation education, and studying and defining effective science teaching. (GS)

Science teacher education programs need to provide opportunities for teachers to acquire strategies of teaching which are compatible with the structure of what is to be taught. The use of more inductive/indirect teaching strategies, which reflect the true nature of science, seems to be dictated by the programs. Implementation of teacher training methods should be based upon empirical links of effectiveness which have been established between particular teacher behaviors and pupil outcomes and between a training mode and the desired teacher behavior. One classroom analysis system which has been designed to allow collection of data on teaching behaviors in both verbal and non-verbal classroom activities is the Teaching Strategy Observation Differential (TSOD). The TSOD is particularly well suited for collection of data on science teacher behavior in classrooms and laboratories where many of the learning activities involve student-centered non-verbal strategies. Another measure is the Data Processing Observation Guide which measures the occurrence of ten specific operations and three general interactions which occur in a classroom where science process skill learning is taking place. (BB)

This document presents the rationale for laboratory work, which is alleged to be ritualistic in many schools and colleges. The rationale is that laboratories are a fertile source of memory structures called episodes, which would enhance the comprehension of abstract subject matter when associated with it. Specific and generalized episodes are described. Consideration of these episodes leads to recommendations for inclusion in a year's program of: (1) a few unusual and dramatic experiments that can be linked to topics of central importance; (2) experiments that involve common, everyday objects as equipment so that physics can be more easily related to daily life; and (3) experiments that are true problems, which will train students in planning an investigation instead of following directions and in writing a proper report instead of reciting the steps laid down in a manual. (Author/GA)

This document discusses enrollment in science education at the elementary, secondary, and college levels, and reviews the need to advertise to improve the image of science and aid in its acceptance as a curricular offering. Eight specific recommendations are offered. (SL)

Abstracts of most of the papers presented at the 58th annual meeting of the National Association for Research in Science Teaching (NARST) have been collected in this publication. These papers related to such areas as: science curriculum development, design, and implementation; science test development; factors influencing student science achievement; achievement in college science, biology, and chemistry; science teacher education; aptitude treatment interaction studies; concept mapping; science concept formation; computer simulations; problem solving in science and in chemistry; student attitudes; logical thinking; meta analysis; formal thought; computer applications in science; and various research techniques. (JN)

Abstracts of most of the papers presented at the 56th Annual Meeting of the National Association for Research in Science Teaching (NARST) have been collected in this publication. Papers focus on such areas as student and teacher characteristics, student and teacher attitudes, science curriculum, science instruction, preservice and inservice teacher education, learning, achievement, science education research in foreign countries, cognitive development, problem solving, reasoning, neuroscience and science education, concept teaching and learning, energy education, environmental education, instructional uses of computers, and science education research methodology and techniques. (JN)

Proceedings of a conference on environmental education are presented in this document. Featured at the conference were four general sessions, a number of additional invited presentations, three symposia, four workshops, and over 170 contributed presentations. The purpose of this volume is to provide a record of the papers presented at the conference. Presented papers focused on eight different conference strands. The papers in this proceedings are organized by strand and included alphabetically by author within each strand. The eight strands are: (1) "From Research to Application in Environmental Education"; (2) "Interdisciplinary and Interagency Cooperative Ventures"; (3) "Educating About Environmental Issues and Policies"; (4) "International Cooperative Ventures"; (5)"Curriculum and Teaching Strategies"; (6) "Communication Mechanisms: Networks, Consortiums, Newsletters"; (7) "Developing a Support Base for EE Programs: Marketing, Fund Raising, Volunteer Use"; and (8) "Materials and Programs for Educating About the Environment." Abstracts only are provided in cases where full-length papers were not received. (CW)

This report is concerned with the development of population education in Asian countries through the assistance of UNESCO. It includes guidelines and goals for a comprehensive population education program feasible for most Asian nations. Included in the program goals are the development and implementation of educational programs at all grade levels for the children, youth, and adults, both in and out of schools; the training of teaching personnel through the universities; and the alerting of leadership personnel to the limitations imposed by population growth on attaining these educational objectives. Stressed throughout the report is the importance of educating individuals with an intelligent understanding of population issues and with a responsible awareness of their implications for social and human resource development. (MA)

Two major sections, one dealing with the practitioner's perspective and the other addressing research and evaluation, comprise these proceedings of the 1980 Conference of the National Association for Environmental Education (NAEE). Section I contains 10 essays which describe programs, approaches, and issues of interest to the environmental education community. The 22 papers which make up Section II present analyses of significant environmental education research problems; many are based upon original studies. Also included is NAEE President A. Clay Schoenfeld's inaugural address entitled "Earth Day '70, '80, '90." (WB)

This document contains the abstracts of most of the papers, symposia, and poster sessions presented at the 62nd Annual Conference of the National Association for Research in Science Teaching (NARST). Subject areas addressed include: teacher preparation; science, technology and society; classroom research, elementary science; process skills; curriculum and instruction; misconceptions; achievement; education policy; problem solving; analytical studies; interpretive research; gender differences; attitudes; teacher characteristics; evaluation and assessment; learning; inservice teacher education; science laboratories; and microcomputers. (CW)

Abstracts of most of the papers, symposia, and poster sessions presented at the 59th conference of the National Association for Research in Science Teaching (NARST) are provided. Subject areas addressed include: instructional practices in secondary school science; research on computers in science learning; teacher's professional knowledge and conceptual changes in students; factors influencing student science achievement; contexts of science learning; research on classroom and school environment; student attitudes; secondary science teacher education; computer applications; assessments (of test material); the Second International Science Study; process-product studies in middle school science classes; logical thinking in science; alternatives in science education; developments in style and purpose of research on the learning of science; science process skills; computer oriented programs; undergraduate science education; administration of science programs (a policy perspective); meta-analysis of research on the effectiveness of "new" science curricula; cognitive development; student concepts in science; teachers' perceptions and interests; science and writing (linking research with classroom models); issues related to sex differences; science textbooks; preservice science teacher education; science education in non-traditional settings; science teacher education program evaluation; students' misconceptions; college science teaching; systematic representation of biology knowledge; science curriculum implementation; science careers; technology in science education; goals and issues; and other areas. (JN)

This document contains the abstracts of most of the papers, symposia and poster sessions presented at the 61st Annual Conference of the National Association for Research in Science Teaching (NARST). Subject areas addressed include: teacher preparation, science, technology and society; classroom research; elementary science; process skills; curriculum and instruction; misconceptions; achievement; research in Latin America and the Caribbean; microcomputers; educational policy; problem solving; analytical studies; interpretive research; gender differences; and attitudes. (CW)

This is the second of a three-volume set containing papers related to the theme of science and technology education. This volume relates technology education and science-technology-society (STS) to the quality of life with respect to: (1) the impact on everyday life situations; (2) decisions a responsible citizen has to make when dealing with controversial societal issues; and (3) the impact on future careers and the potential impact on the future products of scientific and technological research on careers. The symposium consisted of three working groups dealing with these areas from the point of view of science education; technology education; and science, technology and society (STS). (ML)

This is the first of a three-volume set containing papers related to the theme of science education. In this volume, science and technology education was discussed as related to the quality of life with respect to: (1) the impact on everyday life situations; (2) decisions a responsible citizen has to make when dealing with controversial societal issues; and (3) the impact on future careers and the future products of scientific and technological research on careers. The symposium consisted of three working groups dealing with these areas from the point of view of science education; technology education; and science, technology and society (STS). (ML)

Abstracts of most of the papers, symposia, and poster sessions presented at the 60th conference of the National Association for Research in Science Teaching (NARST) are provided. Subject areas addressed include: videodisc technology; problem solving; cognitive learning; attitudes toward science; teaching strategies; science, technology, society; learning in informal settings; science process skills; gender differences; teaching with microcomputers; textbooks and instructional materials; information processing; wait time and questioning techniques; teacher concerns; science curriculum; teacher education; misconceptions in science; philosophy of science; and cross-cultural research. (ML)

This collection of 20 papers is centered on the theme "Teaching, Learning, and Technology--Strategies to Motivate Life Long Learning." Titles include: (1) "Barriers to Effective Teamwork and Recommendations for Solutions" (Lillie Anderton-Lewis and Danny H. Pogue); (2) "Are Group Rewards Necessary for Cooperative Learning? An Empirical Investigation" (John Baer and Sylvia K. Baer); (3) Reading to Answer Questions: Using Student Questions to Teach Across Diverse Learning Styles" (Brian Bansenauer); (4) "Encouraging Active Participation in Programming Classes" (Anders Berglund, et al.); (5) "Enhancing Cognitive Skills by Applications in a Sociology Class" (Patrick Biesty); (6) "IDEA: Teaching Writing/Thinking Using an Interactive Dialogic, Externalized Approach" (Michael E. Erickson); (7) "The World Wide Web as a Platform for Distance Learning" (Howard J. Fischer, et al.); (8) "Creating Biographies: A Strategy for Undergraduate and Source for Graduate Learning" (Kathleen Corrigan Fuhs); (9) "Contextual Learning for Premedical Students" (Penny J. Gilmer, et al.); (10) "Multidisciplinary Undergraduate Scanning Probe Microscopy Laboratory Program" (William S. Glaunsinger, et al.); (11) "Talk the Talk and Walk the Walk: Empowerment Through Reflective Practice" (Helene Lotman Glauser and Frank D. Tallman); (12) "Creating Interactive Multimedia Software for Foreign Language Learning" (Lubov Iskold and John Pearce); (13) "Learning Relationships in a Computer Classroom" (Marguerite Jamieson, et al.); (14) "Creating Community: Developing the Learning Communities at the University of South Florida" (Cynthia Kasee and Nevin Mercede); (15) "Relocating Literary Teaching and Learning with VRML" (Chad D. Kearsley); (16) "Creativity and Academic Freedom In and Out of the Classroom" (Ed Kellerman and Luke Cornelius); (17) "Convergence: Chemistry and Multimedia" (G. Parke P. Kuntz, et al.); (18) "Non-Traditional Techniques in Teaching Science for General Students" (Gary C. Lewis, et al.); (19) "Multimedia Science Instruction for Non-Science Majors: (V. Adam Niculescu, et al.); (20) "The Virtual Classroom: Teaching with the Web" (Thomas M. Terry). (All papers contain references.) (CH)

This collection of 18 papers covers four broad areas of teaching and learning in higher education: innovative college teaching/learning strategies; effective classroom research/assessment activities; advanced classroom technology; and developing teaching and learning centers. Titles include: (1) "African American Students' Perceptions of Cooperative Learning Experiences" (Lillie Anderton-Lewis and Danny H. Pogue); (2) "Learning to Learn Is a Teachable Skill" (Joan B. Baker, et al.); (3) "The Florida Higher Education Consortium: A Mathematics, Science, Technology Collaboration" (Marianne Barnes, et al.); (4) "Directions in the Core Curriculum for Computer Science Majors" (Edward J. Conjura); (5) "Teacher Immediacy and Distance Learning: The Multicultural Dimension" (James M. Cunningham and Mary McLemore); (6) "Liberal Education in Technology Courses" (Diane Delisio and Cathy Bishop-Clark); (7) "Learning and Motivation Theory Applied to Instruction" (Paul Eggen); (8) "Bringing the New Technologies to Distance Learning: A British Perspective" (Joel Greenberg); (9) "A Model Program: Discipline-Specific Instruction for Graduate Teaching Assistants" (Penny L. Hammrich and Kerri Armstrong); (10) "Is Technology a Substitute for Preparation in Calculus I?" (Robert Jerrard, et al.); (11) "Science Teacher Preparation: Whose Knowledge Is It?" (Judith Johnson); (12) "Learning to Teach on Television: Implications for Beginners" (Norma MacRae and Darcey Cuffman); (13) "Integrating Science and the Humanities: Redefining the Preparation of Elementary Teachers" (Patricia A. Nelson); (14) "Will Success Spoil Distance Education?" (Leslie Purdy); (15) "Collaborative Planning to Improve Higher Education: System-Wide and Campus Initiatives" (Paul Spear); (16) "Generating a Positive Student Experience in Distance Learning Education" (Costas S. Spirou); (17) "Conceiving the Commons: An Interdisciplinary Approach to Environmental Literacy" (Linda Wallace, et al.); (18) "Active Learning Through Live Television: Reflections on Practice" (Michael F. Welsh). (All papers contain references.) (CH)

Three major sections comprise these proceedings of the 1981 Conference of the National Association for Environmental Education. Section I contains four addresses on environmental issues by guest speakers and two symposia, one on synfuels, and the other on acid rain. The twelve essays in Section II give the practitioner's perspective on environmental education programs, approaches, and issues. The final section, research and evaluation, offers seven articles reporting present analysis of environmental education research problems. (DC)

In this publication, issued twice per year, four major topics are discussed: (1) chemistry course content, including chemistry for nonscience students and nurses; (2) using media in chemistry, such as behavioral objectives and audio-tutorial aids; (3) chemical technology, with emphasis on the Chemical Technology Curriculum Project (Chem TeC); and (4) chemistry and environmental pollution, including water, air, and soil pollution. (MH)

In November, 1990, over 500 environmental educators from North America, Latin America, and the Caribbean gathered to reflect on the accomplishments and weaknesses of the environmental education movement in San Antonio, Texas. The conference theme, Setting the Agenda for the 90's, helped to focus the presenters and participants on the achievements and limitations of the environmental education field. This volume attempts to present a complete account of the 1990 conference activities with an emphasis on the papers presented in the concurrent sessions. Each presenter's abstract or presentation summary is included in this volume. In cases where a longer paper was submitted, it follows the abstract. This volume is organized into: (1) "General Session Presentations," including the credentials of the general session speakers; (2) "Sectional Workshops"; (3) "Symposia," including the text of papers presented during six symposia; and (4) "Conference Presentations," including over 200 papers organized into 7 strands: "From Research to Application in Environmental Education"; "Educating About Environmental Issues and Policies"; "Curriculum & Teaching Strategies"; "Non-Formal Programs in Environmental Education"; "Cooperative Education Ventures"; "International Education Programs"; and "Promoting EE Programs." (CW)

Abstracts of most of the papers, symposia, discussion groups, round tables, and poster sessions presented at the 64th conference of the National Association for Research in Science Teaching (NARST) are provided. Subject areas addressed are as follows: teacher knowledge, cognitive development, conceptual change, curriculum issues, reform in science education, scientists and science education, semantic networks, factors influencing learning, equity in science education, science activities, curriculum reform and the research agenda, role of technology, knowledge of prospective teachers, teachers and teacher preparation, reasoning and thinking, science textbooks, historical and philosophical perspectives, concept mapping, teacher beliefs, directions for research in physics education, preservice teachers, instructional technology, teacher beliefs, theoretical bases for research, theory of planned behavior, science laboratory, student assessment, classroom discourse, telecommunication, developing science curricula, problem solving, biology education, writing in science, research topics/methods/priorities, comparative studies, science/technology/society curricula, college science, teacher enhancement, college teaching, concept learning, process skills, professional development of science teachers, content knowledge, implementing activity-based learning, constructivism, research of graduate science education, epistemological theories, student perception and attitude, creative thinking, research methods, conceptions of prospective teachers, concept knowledge representation, and assessing lab skills. (KR)

Eponymous terms play an important role in STEM education. This research focuses on the current state of Mendeleev eponyms in the context of education and ethnocentrism, addressing their usage in various languages, their educational value, cases of questioned priority and copyright violation in Mendeleev major eponyms--periodic table and periodic system. 106 chemistry textbooks in 4 languages including Soviet-time and current Russian textbooks were perused to identify and trace Mendeleev eponyms over 1924-2016. Advanced Google Search with queries in Belarusian, English, Latvian, Polish, Russian, and Ukrainian was conducted to evaluate online presence of eponyms "Mendeleev periodic table" and "Mendeleev periodic system." It was found that while Mendeleev eponyms occur generously on the Internet, periodic table and system with Mendeleev's name attached are seldom used on non-Russian webpages. Most Mendeleev eponyms were made up in the USSR and remain popular and Russia, which can be explained within the framework of ethnocentrism as a ruling tendency. Recognizing Mendeleev's priority, Flinn and Ross's periodic systems can be considered plagiarized; a few factors might favor their emergence, but ethnocentrism is unlikely to be one of them. Mendeleev eponyms remain valuable assets for science education, acting as shortcuts to the history of science and actualizing interdisciplinary connections. [For the full proceedings, see ED629086.]

The content of organic chemistry is closely related to our everyday life, to nature, and to the human body. Illustrations play a big role in the acquisition of the course material, especially if those help to make the interpretation of the textual content easier. Hybrid illustrations are made up of combinations of realistic images (photographs, drawings) with abstract conventional elements (symbols, models, chemical equations). This type of illustration fuses difficult-tointerpret symbols often found in chemistry with everyday images that bring students closer to the content. The following study examines the use of digitally edited hybrid illustrations in interactive learning tasks that were used in the review and practice lessons on the Hydrocarbons topic in eighth-grade organic chemistry classes. The research took place in an experimental group of students from primary school in Novi Sad (Republic of Serbia), during which the students solved the given tasks on their cell phones via the Moodle platform. In the control group, teaching and learning took place in the traditional, or conventional way applying a lecture and a discussion method. After processing the Hydrocarbons topic, the experimental and control groups underwent the same testing process, the results of which prove the advantages of using the tasks created with the help of digital hybrid illustrations in the abstract parts of the curriculum. [For the full proceedings, see ED629086.]