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This paper discusses the nature of cognitive research and its implications for learning and teaching science. In addition to needing adequate financial support, active involvement of scientists and educators, and education of teachers, two other factors should loom large in the development of new instructional materials in science and in the design of new instructional strategies. The first is cognitive research findings on teaching, learning, and problem solving. The second factor is the nature of science as it is practiced by scientists. The paper is divided into sections on research on learning and problem solving in science, lack of alignment between instructional practices and current views of learning, and factors necessary to bring about alignment between instructional practices and current views of learning. (Contains 115 references.) (MM)

This paper presents a teaching strategy based on showing students a two-part demonstration then asking them to predict the outcome and explain their predictions. The teaching approach focuses on students developing an understanding of the value of analyzing a situation in terms of basic concepts. Students also learn the advantage of simple reasoning over manipulating equations. (Author/YDS)

An emerging technology, classroom communication systems (CCSs), has the potential to transform the way we teach science in large-lecture settings. CCSs can serve as catalysts for creating a more interactive, student-centered classroom in the lecture hall, thereby allowing students to become more actively involved in constructing and using knowledge. CCSs not only make it easier to engage students in learning activities during lecture, but also enhance the communication among students, and between the students and the instructor. This enhanced communication assists the students and the instructor in assessing understanding during class time, and affords the instructor the opportunity to devise instructional interventions that target students' needs as they arise. By facilitating a shift from a passive, teacher- centered (i.e., lecture-style) classroom, toward an interactive, student-centered classroom, a CCS helps to create a classroom environment that accommodates a wider variety of student learning styles, making the learning of science a much more positive experience for students. CCSs are unique tools that teachers can use for facilitating learning and for improving students' attitudes toward science. This article describes our experiences over the last seven years using a CCS called Classtalk to teach eight different introductory-level physics courses at the University of Massachusetts in Amherst. This system has also been used in introductory courses in biology, economics, and sociology. (Contains 55 references.) (Author/MM)

This paper introduces integrated curriculum material for high school physics developed by the Physics Education Research Group (PERG) with the University of Massachusetts and high school teachers. This curriculum is based on an action-oriented constructivist approach. There are six types of materials in the curriculum: (1) student activities; (2) student reader; (3) answers and instructional aids for teachers; (4) assessment items; (5) supplements; and (6) answer sheets. (YDS)