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The mathematics behind Inge Lehmann's discovery that the inner core of the Earth is solid is explained using data collected around the Earth on seismic waves and their travel time through the Earth.

A free internet resource called "Sub-Surf Rocks"! was launched in 2010. Its aim is to use seismic data obtained by the oil industry for enhancing the teaching of structural and economic geology at A-level (ages 16-18) in the UK. Seismic data gives a unique insight into the sub-surface and the many high-quality images coupled with ready-made (but adaptable) exercises can be downloaded to provide opportunities to improve students' understanding of structural features and their 3D visualisation skills. (Contains 2 figures and 5 online resources.)

Earth science has a part to play in broadening students' learning experience in physics. The Earth Science Education Unit presents a range of (free) workshops to teachers and trainee teachers, suggesting how Earth-based science activities, which show how we understand and use the planet we live on, can easily be slotted into normal science lessons. Waves and resonance, for example, are illustrated by earthquakes, electromagnetic induction is used to design seismometers, metal detectors and wind turbines, and thermodynamics is illustrated by heat exchangers used for space heating. The "Earth Physics" workshops, which show how to set up the activities within a physics lesson, have been well received by teachers. (Contains 1 table, 7 figures and 3 online resources.)

The purpose of this paper is to share the experience gained in, and the efforts made toward, introducing and implementing a new course in the challenging and important area of geophysical signal processing at the Electrical Engineering (EE) Department, King Fahd University of Petroleum and Minerals (KFUPM), Dhahran, Saudi Arabia. The new course, titled "Geo-Signal Processing," was offered both at the graduate level and as a special topics course to undergraduates. The course was developed in collaboration with the Earth Sciences Department at KFUPM. This paper contributes new information because it stresses the multidisciplinary aspects of digital signal processing (DSP) technologies when applied to estimating the Earth's layered structure on the basis of seismic data. Unlike many Earth sciences seismic data processing courses, this Geo-Signal Processing course also emphasizes that the perspective taken by those working in DSP is different from that taken by geophysicists. The course presents DSP with particular emphasis on seismic data signals and the artifacts accompanying them while covering the principles and algorithms needed for processing seismic signals in both deterministic and statistical fashion. Topics include, but are not limited to, basic seismic theory, acquisition of seismic data, analysis of seismic signals and noise, deterministic filtering of seismic data, and statistical processing of seismic data. (Contains 9 figures and 3 tables.)

"A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas" emphasizes that the practice of science is inherently a model-building activity focused on constructing explanations using evidence and reasoning (NRC 2012). Because building and refining is an iterative process, middle school students may view this practice as tedious and fail to appreciate science as a creative endeavor. Digital tools such as Google Earth (GE) can help with this challenge, but many classroom applications of GE limit students to passive observation of pre-developed GE tours. The authors wondered how they could get their students to use GE as a scientist would--to view, explore, and create geospatial visualizations that advance scientific understanding. Consequently, they developed the Cyber-Enabled Earth Exploration Curriculum, which is described in this article. Using this curriculum, students progress from making simple observations in the GE environment to creating their own data files and overlays to evaluate and visualize data. (Contains 12 figures and 1 online resource.)

This paper brings together science communicated in newspapers in Portugal by looking at how news on natural events were communicated in two different newspapers--the capital newspaper "Diario de Noticias" ("Daily News") and the "Diario dos Acores" ("Azores Daily"). In particular, we look at how the 1900 solar eclipse, a hot topic throughout Europe, was reported by the capital newspaper, and how news on seismology were conveyed in the period 1907-1910 in the newspaper published in Azores, an archipelago with a significant seismic and volcanic activity. We argue that the importance conceded to these scientific news was related to their overwhelming features, that their dissimilar presentation stemmed from their local relevance allied to their different nature, predictable in the case of eclipses, and unpredictable in the case of earthquakes, and that behind these two instances of science journalism laid an attempt by the scientific and political communities to gain the support of the general public to such an extent that these two specific instances of science journalism transcended their usual features to become successful forms of expository science.

This paper describes a forward approach to an inverse problem related to detecting the nature of geological substrata which makes use of optimization techniques in a multivariable calculus setting. The true nature of the related inverse problem is highlighted. (Contains 2 figures.)

The aim of this study was to develop an animation-based curriculum and to evaluate the effectiveness of animation-based instruction; the report involved the assessment of prior knowledge and the appropriate feedback approach, for the purpose of reducing perceived cognitive load and improving learning. The curriculum was comprised of five subunits designed to teach the "Principles of Earthquakes." Each subunit consisted of three modules: evaluation of prior knowledge with/without in-time feedback; animation-based instruction; and evaluation of learning outcomes with feedback. The 153 participants consisted of 10th grade high-school students. Seventy-eight students participated in the animation-based instruction, involving assessment of prior knowledge and appropriate feedback mechanism (APA group). A total of 75 students participated in animation-based learning that did not take into account their prior knowledge (ANPA group). The effectiveness of the instruction was then evaluated by using a Science Conception Test (SCT), a self-rating cognitive load questionnaire (CLQ), as well as a structured interview. The results indicated that: (1) Students' perceived cognitive load was reduced effectively through improving their prior knowledge by providing appropriate feedback. (2) When students perceived lower levels of cognitive load, they showed better learning outcome. The result of this study revealed that students of the APA group showed better performance than those of the ANPA group in an open-ended question. Furthermore, students' perceived cognitive load was negatively associated with their learning outcomes. (Contains 4 tables and 2 figures.)

Individuals who are indirectly exposed to disasters may be affected psychologically. The impact of the 2010 Haiti earthquake reverberated throughout the Haitian American community in Miami, Florida. Many within the community held strong transnational family and friendship bonds to their homeland. We examined associations between indicators of family and social connectedness and symptom levels for generalized anxiety disorder, major depression, and physical and mental health status for Haitian Americans and non-Haitian Americans who were living in Miami at the time of the earthquake. Results showed that family and social connectedness to earthquake victims strongly predicted symptom levels for Haitian American survey participants. (Contains 1 figure and 2 tables.)

The author created a lesson in which students successfully practiced reading comprehension skills while developing an understanding of earthquakes. Not only did this lesson help students gain an understanding of the impact of earthquakes, a subject embedded into Missouri's eighth-grade science curriculum, but it also addresses one of the new Common Core State Standards for literacy in science, which says students should be able to "cite specific textual evidence to support analysis of science and technical texts" (CCSSO and NGA 2010). In this science reading lesson, the author required her students to decide what information would be important in the text, read to find the information, and then rely on the information to solve a problem. Because there was not a specific answer to the problem, students were able to explore their own ideas. This project helped them to question the text, address the text with their questions, and synthesize information while problem solving. (Contains 2 figures and 2 online resources.)

Earthquakes "have" been in the news of late--from the disastrous 2010 Haitian temblor that killed more than 300,000 people to the March 2011 earthquake and devastating tsunami in Honshu, Japan, to the unexpected August 2011 earthquake in Mineral, Virginia, felt from Alabama to Maine and as far west as Illinois. As expected, these events aroused students' curiosity. To address their many questions, the authors developed the "It's 'Your' Fault!" assignment, in which students investigate and monitor fault zones around the world. This article describes the project and the science upon which it is based: seismology. (Contains 4 figures and 5 online resources.)

Where the author teaches is far from the ocean, bordered on one side by forests of ponderosa and by the High Desert on the other. So when his first graders walked into class on the Monday morning after the 2011 earthquake and subsequent tsunami along the coast of Japan--and their usual light conversations about the weekend included some sobering statements about the destruction they had seen on television--he knew he had an opportunity to broaden their horizons. The author sensed an opportunity to use their genuine curiosity about this real-world situation to generate science inquiry. The author uses current events and models to generate inquiry. He uses recycled materials to build a tsunami model. (Contains 2 online resources.)

The number of entries to this year's "Tech Directions" Inventors Competition exceeded even the record set by the 2009-2010 contest--and gave engineer/inventor Harry T. Roman quite a judging challenge. This year's challenge called on students to propose designs for inexpensive, portable shelters that could be used by people made homeless by natural disasters like floods, earthquakes, and storms--a very prescient challenge, it seems, in light of the recent earthquake and resulting tsunami in Japan. This article presents the seven winners of this year's competition, along with descriptions of their proposed designs and the judge's comments.

This "Postcard" discusses how the Christchurch earthquakes that occurred in New Zealand in September 2010 and February 2011 caused damage and uncertainty that disrupted the University of Canterbury and surrounding areas, and how the recovery activities will be distinguishable until 2020. Ideally, the university's research and other activities should be focused on its province's recovery and recreation. That includes knowing more about accounting and accounting education in the context of this and similar recoveries elsewhere. However, switching to focusing on needs beyond the university is hampered by the university's own predicament and takes time psychologically and logistically among academics. Short-term Performance-Based Research Funding (PBRF) pressures, funding uncertainties (because of new students being reluctant to locate to Christchurch), and similar matters constituted a further barrier. New Zealand Government education agencies based in distant Wellington showed much empathy for the plight of the traumatized participants on the campus, but they expected research, along with teaching and learning, assessment and administration, to be back to normal at the time of this writing. The author emphasizes the importance of making the case for special consideration for the university while assuring that they can be relied on to not only recover but also be worth the consideration shown to the university.

This "Postcard" reports how the earthquake on Tuesday, 22 February 2011 in Christchurch, New Zealand, forced a visiting professor to transform his educational model in one week. It was the first week of the academic year 2011 for the University of Canterbury--and the author's first week in New Zealand. As a Visiting Erskine Fellow at the university, one of his goals was to help redesign a final-year course in the Department of Accounting and Information Systems by introducing an integrated case that would run in parallel with a series of theory lectures. The case method relies heavily on class interaction and discussions of the decisions in the case company and the theories that can be applied. On the first day of classes on 22 February this educational model crashed, along with many buildings in Christchurch.

Since the first of the 29 significant earthquakes and thousands of aftershocks that the University of Canterbury (New Zealand) community has endured in the last year, Beverly Lord has learned a few lessons as a departmental head in a university during a time of natural disaster. Herein, she organizes and describes these lessons under five "Cs": (1) check; (2) connect; (3) communicate; (4) change; and (5) coordinate.

To conceptualise moral education as "living and learning to bear suffering" offers a humanistic vision for choices people make in the face of drastic threats to their existence. This essay proposes that bearing and transcending suffering--part of the human narrative--helps human beings to realise their ethical potential. Grounded in Eastern and Western metaphysics and ethics, I assess the human condition brought about by the 2008 earthquake disaster in China--in an attempt to come to terms with fundamental philosophical questions of existence and human values. While raising questions about how human beings are intrinsically interrelated to Nature and the world, this account is linked by a thread of humanism encompassing three important values (caring, responsibility and free spirit). I conclude by suggesting that educating young people for the wisdom of suffering is to cultivate a humanistic morality. Ethical implications for ecology and moral education are considered. (Contains 4 notes.)

The discovery or re-construction of scientific explanations and understanding based on experience is a complex process, for which school learning often uses shortcuts. On the basis of the example of analyzing real seismic measurements, we propose a computer-facilitated collaborative learning scenario which meets many of the requirements for authentic learning, knowledge construction, and collaboration. The implementation of the learning environment called SeisModes is based on a general platform for supporting collaborative modeling activities. SeisModes provides a tool to allow students collaboratively learn about earthquakes and thus reduce the fears they might have concerning them. First formal evaluations showed the approach motivates students. (Contains 4 figures and 2 tables.)

When the author first heard that the earthquake that hit Haiti destroyed entire Haitian cities and killed more than a quarter million people, he was shocked. For him, it was apparent that this was more than a natural disaster. As he learned about the role the U.S. government had played in Haitian affairs--the multiple occupations, the support for dictatorships, the CIA-backed coups--it seemed to him that the "aid" effort had to be viewed in the light of this history. The role played by the U.S. government raises critical questions for students and teachers. How does Haiti's history explain why it experienced such devastation as a result of the earthquake? Who or what is responsible? And why has Haiti not been able to quickly rebuild and recover? The author's civics students at Lincoln High School use a mock trial to explore the economic, social, and political background to the tragedy. (Contains 1 online resource.)

This research was conducted to reveal the metaphors of Secondary school students about "earthquake" concept. About 105 students in two schools in Karabuk city centre participated in the research within 2009-2010 academic year. The research Data were obtained by students' completing the statement "Earthquake is like..., because...". Content Analysis Technique of Qualitative Research Method was used to analyse and interpret the collected Data. According to the outcome of the research, secondary school students created 55 different and acceptible metaphors related to "earthquake" concept. These metaphors were classified under 6 different conceptual categories after being studied carefully in relation with their common features. At the end of the research, It was understood that 34% of the secondary school students perceived earthquake as "a burning and destroying event", 12.5% of them perceived it as "scary and terrifying", 12.5% of the students as a "worrying event", 10.2% of the students as "an exemplary event", 18.1% as "a way of expressing death" and 9.0 % as "a prudent event". (Contains 3 tables.)

The purpose of this study was to determine the effects of the earthquake education program which was prepared for 5 to 6 year old children and to draw attention to the importance of parent participation. The earthquake education program was applied to 93 children and 31 parents in the province of Denizli situated in the first degree seismic zone in Turkey. The study included two experimental groups and one control group. The first group was the experimental group in which the earthquake education program with parent participation was applied (n=31). The second group was the experimental group in which the earthquake education program was applied without parent participation (n=31). The last group was the control group in which the earthquake education program was not applied (n=31). According to the study results, the mean of earthquake knowledge scores of the experimental group (Group 1) in which the earthquake education program was applied with parent participation was found to be significantly higher than that of the second experimental group (Group 2) in which the activities were performed without parent participation and higher than that of the control group (Group 3). The findings indicated that the program carried out with parent participation was effective. (Contains 5 tables.)

Millions of U.S. children attend schools that are not safe from earthquakes, even though they are in earthquake-prone zones. Several cities and states have worked to identify and repair unsafe buildings, but many others have done little or nothing to fix the problem. The reasons for ignoring the problem include political and financial ones, but also simply denying there is a problem.

Surveys of the earth science content of all secondary (high school) science textbooks and related publications used in England and Wales have revealed high levels of error/misconception. The 29 science textbooks or textbook series surveyed (51 texts in all) showed poor coverage of National Curriculum earth science and contained a mean level of one earth science error/misconception per page. Science syllabuses and examinations surveyed also showed errors/misconceptions. More than 500 instances of misconception were identified through the surveys. These were analysed for frequency, indicating that those areas of the earth science curriculum most prone to misconception are sedimentary processes/rocks, earthquakes/Earth's structure, and plate tectonics. For the 15 most frequent misconceptions, examples of quotes from the textbooks are given, together with the scientific consensus view, a discussion, and an example of a misconception of similar significance in another area of science. The misconceptions identified in the surveys are compared with those described in the literature. This indicates that the misconceptions found in college students and pre-service/practising science teachers are often also found in published materials, and therefore are likely to reinforce the misconceptions in teachers and their students. The analysis may also reflect the prevalence earth science misconceptions in the UK secondary (high school) science-teaching population. The analysis and discussion provide the opportunity for writers of secondary science materials to improve their work on earth science and to provide a platform for improved teaching and learning of earth science in the future. (Contains 4 tables and 1 figure.)

If scientists know where earthquakes are most likely to occur, then architects and engineers can design safer buildings for such areas and potentially prevent some of the devastating aftereffects. Engineers have met this challenge through the design and use of gigantic shake tables to evaluate the stability of various structures. In this 45-minute lesson and activity, students learn how seismically safe buildings are designed. They also design and test their own buildings on shake tables. Following this lesson, students can analyze their construction and evaluate and improve their original design. (Contains 3 figures and 4 online resources.)

The European Laboratory for Structural Assessment (ELSA) is one of the world's main laboratories for seismic studies. Besides its research activities, it also aims to bring applied science closer to the public. This article describes teaching activities based on a demonstration shaking table which is used to introduce the structural dynamics of buildings. The phenomenon of soil liquefaction is also illustrated and explained. (Contains 7 figures.)

The purpose of this exploratory study was to determine whether projective techniques could identify long-term consequences among children stemming from exposure to a traumatic event. The first group of children (n = 53; 26 female, 27 male) experienced 2 major earthquakes at age 7, 3 months apart, in Turkey, while a similarly matched control group (n = 50; 25 female, 25 male) did not. Both groups of children (current age: 9) completed a series of short stories related to disastrous events. Results indicated that the traumatized group evinced a range of trauma-related symptoms 2 years after experiencing the earthquakes.

As the reconstruction efforts continue in China in the wake of the Great Wenchuan earthquake in May 2008, the China Development Research Foundation, with the support of the OECD Centre for Effective Learning Environments, organised an International Training Programme on the Post-Earthquake Reconstruction of Public Facilities from 1 to 11 December 2008. The programme involved 25 central, provincial-, city- and county-level officials responsible for the reconstruction work in the most affected provinces of Sichuan and Shaanxi. The programme's objective was to enhance participants' understanding of how to plan, regulate and implement the reconstruction and retrofitting of public facilities by drawing lessons from international experience. The programme commenced with a meeting at the OECD Headquarters in Paris; participants then visited Italy and Turkey, two highly seismic countries. Based on the lessons they learned, the Chinese delegation suggested in a report to China's central government that the government should improve its disaster management mechanism and build an integrated platform shared by the various departments concerned to facilitate information sharing and emergency preparedness. The delegation also recommended designing public facilities like schools and hospitals as multi-functional buildings that can serve as shelters or rescue and relief headquarters in case of an emergency. (Contains 5 resources.)

Earthquakes occur across the globe, and their efforts can be felt by people regardless of location. However, a moderate earthquake in Pakistan or Turkey may cause much greater damage than a stronger earthquake in Tokyo. It is imperative to help students understand why this disparity exists--often due to both natural and human influences. Students often ask, "Why don't all the tall buildings fall down when there are earthquakes?" Through this activity, sixth-grade students began to understand the engineering challenges of building earthquake-resistant buildings and how scientists meet that challenge. (Contains 3 figures and 5 online resources.)

The purpose of this activity is to inform students about earthquakes and their movements and to give students an idea of how a seismograph works. Even though students may not experience an actual earthquake, the hands-on activity of creating a seismograph will give students an opportunity to visually explore concepts related to earthquakes. (Contains 3 figures.)

This study describes an analytic procedure to examine inquiry processes in science teaching and learning. This procedure was applied to the study of a seismology unit in a ninth-grade earth science classroom. An emergent coding scheme was developed that provided a description of the different activities, science content, and type of scientific data. Analysis of classroom discourse identified the ways the seismology unit can be understood as providing opportunities for students to engage in scientific inquiry. The analytic processes provides the basis for the examination of scientific inquiry in other settings. (Contains 4 tables and 1 figure.)

Over the past decade, catastrophic earthquakes have garnered international attention regarding the need for improving immediate and ongoing support services for disrupted communities. Following the December 26, 2004 Indonesian earthquake, the Indian Ocean tsunami was responsible for displacing millions and taking the lives of an estimated 320,000 individuals. Closer to home, in 1997, California's Northridge earthquake caused 57 deaths and injured over 9,000. Losses were estimated in the range of 42 billion dollars (Emergency Survival Program, 2007). A major question arising from these disasters is: How can one meet the overwhelming needs of communities following an earthquake? However, in no way minimizing the need for effective response following a disaster, crisis plans must anticipate potential disasters. The authors discuss how to prepare schools and families for potential earthquakes and reduce subsequent disruption and chaos. Resources that focus on prevention to assist in planning classroom lesson and activities related to earthquake safety are presented.

When ice sheets melt, and reduce the load on the surface of the Earth, the land areas beneath them bounce back up. New, accurate observations are needed to investigate this uplift and its implications effectively. This article provides a topical starting point for investigating some applications of physics applied to the polar regions of the Earth, and interaction between the solid Earth, ice and oceans. (Contains 8 figures.)

The Earthquake Machine (EML), a mechanical model of stick-slip fault systems, can increase student engagement and facilitate opportunities to participate in the scientific process. This article introduces the EML model and an activity that challenges ninth-grade students' misconceptions about earthquakes. The activity emphasizes the role of models as part of the scientific enterprise and the concept of scientific inquiry as a continuing, creative process of explaining natural phenomena. (Contains 4 figures and 4 online resources.)

Demonstrating wave processes quantitatively in the classroom using standard classroom tools (such as Slinkys and wave tanks) can be difficult. For example, waves often travel too fast for students to actually measure amplitude or wavelength. Also, when teaching propagating waves, reflections from the ends set up standing waves, which can confuse students. Additionally, the waves can attenuate quickly, causing the amplitude to change along the string. In response to these difficulties the authors set-up a website to display animations of waves traveling on different types of strings (a collaboration between a marine seismologist at Woods Hole Oceanographic Institution and middle school teachers). The Plymouth Wave Lab is a website that allows students to run animations of waves on strings. The benefits of using the website quickly become obvious: The wave lab is able to show ideal waves on a string in mpeg file format; students can start and stop the movie as they wish while they think about what is going on. Snapshots from the movies are available as handouts in the "For Teachers" section, so students can easily measure the wave properties. This article describes the classroom unit that the authors built around the website where students rotated through five different stations. The activities at each station were used to help students understand transverse and longitudinal waves, frequency, period, amplitude, wavelength, crest, trough, rarefaction, and compression. The Plymouth Wave Lab website was used both to complement the hands-on classroom activities and as a station. In addition, the team decided to use tsunamis in the curriculum, believing they would appeal to students and stimulate their interest, months before the Sumatra tsunami hit. (Contains 1 figure and 2 online resources.)

On Wednesday, April 18, 1906, an earthquake, measuring 7.8 on the Richter magnitude scale and lasting 48 seconds, erupted along the San Andreas fault with a flash point originating in the San Francisco Bay area. The force of the earthquake tore apart buildings and roads, causing water and gas mains to twist and break. The resulting effects of the quake ignited a series of fires throughout the city. In this article, the author states that the combined San Francisco earthquake and fires were described as one of the worst disasters of the twentieth century. Furthermore, the letter, featured in this article, expressed concern over food rations received by Mrs. Larsen of Filbert Street, who was living at the camp with her family of seven. The single-page description provides insight into life in the refugee camps. It also prompts questions about how the camps cooperated with local organizations and how the refugees received assistance. (Contains 10 notes.)

This article offers an interconnected, grounded understanding of how two Gandhian endeavours in the city of Ahmedabad in Gujarat, India, make us rethink the notion of "education" in terms of civic and communal engagement. Drawing on local, vernacular ways of living, learning, being, reasoning, and believing--in this case Gujarati--I show how these endeavours engage in civically minded projects in the wake of two devastating events in the city, namely a massive earthquake in 2001 and horrendous Hindu-Muslim riots in 2002. The exploration is intended to not only move us all toward rethinking traditional notions of "education," but toward offering insights into how critical practice functions in non-Western contexts.

Purpose: The main aim of this paper is to explore the elementary school principals' experiences and reactions toward two earthquakes, which hit the north-west region of Turkey on August 17 and November 12, 1999. Design/methodology/approach: A qualitative methodology was used since the goal of the researcher was to delineate the experiences and reactions of school principals in such an unexpected natural disaster. Data included interview and official documents and was analyzed through content analysis. Findings: The findings indicated that school principals considered earthquakes to be an unexpected phenomenon. Second, while school principals considered earthquakes as a negative experience in the short term, they considered it a positive experience in the long term. Third, they felt the earlier regulations prepared by the Board of Education for natural disasters, such as for earthquakes, were not adequate. Finally, school principals lived through mixed emotions between their professional careers and their families. Research limitations/implications: School principals' experience may inform future policy, practice and research about school leaders. Originality/value: The lessons learned from this article should be helpful, not only to schools and other educational departments, but also to other organisations in Turkey.

One teacher took her class on a year long earthquake expedition. The goal was to monitor the occurrences of real earthquakes during the year and mark their locations with push pins on a wall-sized world map in the hallway outside the science room. The purpose of the project was to create a detailed picture of the earthquakes that occurred worldwide over the school year and to see if any patterns emerged. Through this experience students conducted "real' science--using actual data, drawing conclusions based on that data. (Contains 2 figures, 1 resource and 9 online resources.)

Presents an outline of two sets of curricular materials that address the internal rock cycle and the internal energy of the earth in relation to plate tectonic theory. (Contains 31 references.) (DDR)

While students generally understand how humans impact their physical environment, it can be challenging for them to explain how this key geographic theme is "bidirectional." How does the land influence the people and vice versa? This exchange is what creates a sense of place for every spot on our planet. Being so physically and culturally isolated in a land characterized by both fire and ice, Iceland's interaction between its human and physical geographies provides many excellent examples. This lesson plan describes the following activity: Using questions and video clips as prompts, students explore how the unique physical environment of Iceland impacts the area of energy use.

Explores students' worldviews as revealed by their ideas about the causality of earthquakes after experiencing the natural disaster. Finds that students accept scientific ideas and abandon their original worldviews, accept scientific ideas and retain their original worldviews, or retain their original worldviews and ignore the scientific worldview. Suggests that science educators need to integrate socio-cultural aspects of science and of learning science into science education research and practice. (Author/MM)