Addresses whether or not science laboratory activities should become a thing of the past. Discusses the impact of the curriculum reforms of the 1960s and 1970s, physical restraints which cause teacher overload, rationale, and objectives of laboratory work. (RT)

Discussed is the concept of global education as it relates to scientific literacy and science/technology/society education. The use of science as a model for global education is proposed. Included are suggestions for including global education in science curricula and teacher education. (CW)

Discusses who has the right to determine the use of animals in scientific research which includes medical experimentation and the toxicity testing of compounds, ranging from pesticides to cosmetics. Provides a list of questions for consideration and discussion. (RT)

Reports on Japanese science education from observations made of one school and one teacher. Compares the school to an American suburban "prep" high school with well-disciplined students. States that the reason students learn is because the Japanese consider education to be extremely important. (RT)

Reviews a National Science Foundation funded workshop ("Investigations in the Natural Sciences") for science teachers on how to use laboratory centered materials developed by the Science Education Center at the University of Oklahoma. Presents the results of a survey of the participants. Highlights the program's strengths. (CW)

The development of the Science/Society/Technology (STS) movement in the United States is reviewed. The basic philosophy of STS instruction is discussed. Traditional instruction is compared to STS instruction. Suggestions for making STS instruction more effective are provided. (CW)

Presents the problem of evaluating teaching, especially in science education. Gives examples of science teaching skills that are difficult to evaluate. Gives examples of individual solutions being used. Announces a National Science Teachers Association survey of teacher evaluation and standards. (CW)