Asian Journal of Chemistry and Pharmaceutical Science (AJCPS) is an open access international journal publishing original peer-reviewed research articles. The journal is a Quarterly Publication.

In this problem-based learning case, three housemates in an environmentally-themed college house debate the pros and cons of compact fluorescent lamps (CFLs) over incandescent lamps. The students raise issues of the cost difference between the lamps (both in the short and long term), energy use and greenhouse gas production in the manufacture and use of the lamps, and the mercury content in CFLs and the risks that poses to people and the environment. Students are asked to identify the information needed to evaluate the choice between the two lamp types, and then use a published life-cycle analysis to find and evaluate that information. To conclude, they make a decision and argue for it using quantitative evidence and reasoning. The case was developed for an intermediate-level course designed to help environmental studies students understand the role of scientific information and scientific thinking in resolving complex environmental problems.

This activity is an on-line research activity in which students research different Minnesota lakes and determine their physical characteristics, chemical characteristics, and the overall health of the lake.

This is one component of an in-depth, longitudinal case study investigating the deliberate attempt to infuse a science multicultural perspective throughout an elementary teacher education program at a major research university. Intending teachers' perspectives of being inducted into a profession overtly signifying its commitment to multicultural awareness and action were documented during their methods experience, their student teaching experience, and during the first few years of their teaching practice. The focus in this paper is the student teaching component for 40 prospective science teachers. Data sources were individual semi-structured audiotaped interviews. Data were analyzed through standard qualitative techniques to generate insights for science teacher educators. Implications for science teacher education focus on the assertions that intending teachers bring multiple perspectives to their teaching and that these perspectives face a commitment test during the student teaching experience. In addition, intending teachers discovered during student teaching that the schools in which they were placed did not really value science teaching.