This study examined the outcomes of a unit that integrates explicit teaching of general reasoning patterns into the teaching of a specific science content. Specifically, this article examined the teaching of argumentation skills in the context of dilemmas in human genetics. Before instruction only a minority (16.2%) of the students referred to correct, specific biological knowledge in constructing arguments in the context of dilemmas in genetics. Approximately 90% of the students were successful in formulating simple arguments. An assessment that took place following instruction supported the conclusion that integrating explicit teaching of argumentation into the teaching of dilemmas in human genetics enhances performance in both biological knowledge and argumentation. An increase was found in the frequency of students who referred to correct, specific biological knowledge in constructing arguments. Students in the experimental group scored significantly higher than students in the comparison group in a test of genetics knowledge. An increase was also found in the quality of students’ argumentation. Students were able to transfer the reasoning abilities taught in the context of genetics to the context of dilemmas taken from everyday life. The effects of metacognitive thinking and of changing students’ thinking dispositions by modifying what is considered valuable in the class culture are discussed. © 2002 John Wiley & Sons, Inc. J Res Sci Teach 39: 35–62, 2002

Gender gaps in physics in favour of boys are more prominent in Israel than in other countries. The main research question is to find out what gender issues are at play in Israeli advanced placement physics classes. Matriculation exam scores from approximately 400 high schools were analysed across 12 years. In addition, semi-constructed interviews were conducted with 50 advanced placement physics students (25 girls and 25 boys). In terms of participation, it was found that the ratio of girls to boys has been unchanged from 1988 to 2000 and is roughly 1:3. In terms of performance, it was found that the final matriculation scores of boys and girls are similar. However, breaking up the final scores into its two components - teachers’ given grades and matriculation test scores - showed that boy’s test scores are usually higher than girls’ test scores, while girls’ teachers’ given grades are usually higher than boys’. Results from semi-constructed interviews pointed to two factors that are especially unfavourable to many girls: excessive competitiveness and lack of teaching for understanding. Girls’ yearning for deep understanding is seen as a form of questing for connected knowledge. It is suggested that instructional methods that foster students’ understanding while decreasing competitiveness in physics classes might contribute to girls’ participation and performance in advanced physics classes while also supporting the learning of many boys.

The goal of this article is to expose teachers’ knowledge in the context of the special challenges they face when teaching higher order thinking. The study rationale is that understanding teachers’ knowledge is a prerequisite for designing effective teacher training programs. The study addressed 2 questions: (1) How well do teachers understand their students’ reasoning difficulties? and (2) What do teachers know pedagogically regarding these difficulties? Subjects were 37-83 junior high and high school science teachers. Data was collected during in-service professional development courses using four different methods: audio taping course discussion; work sheets that teachers wrote during the courses; self-report questionnaires in which teachers described lessons they had taught in their own classrooms; and reflective analysis of classroom instruction. The findings show that teachers are proficient in diagnosing students’ thinking difficulties and that they often apply a "transmission of knowledge" pedagogy even when teaching higher order thinking. The consequence of this pedagogy is a decrease in the cognitive level of tasks, which reduces students’ opportunities to engage in active thinking. Teachers’ reflective analysis of classroom instruction revealed several successful and non-successful patterns for treating students’ cognitive difficulties. Implications of the findings for teachers’ professional development are discussed.