What is science for a child? How do children learn about science and how to do science? Drawing on a vast array of work from neuroscience to classroom observation, "Taking Science to School" provides a comprehensive picture of what we know about teaching and learning science from kindergarten through eighth grade. By looking at a broad range of…

The eight case studies included in this volume were conducted during a major study of Canadian science education. The study was undertaken to establish a documented basis for describing the present purposes and general characteristics of science teaching in Canadian schools, to provide a historical analysis of science education in Canada, and to…

Examined is the uniformity of curricula and instructional methods used in college biology education in the United States. Areas of special focus include curricula, introductory courses, laboratories, field experiences, faculty roles, undergraduate research, textbooks, ethics and values, encouraging underrepresented groups, capstone experiences,…

The main objective of this publication is to raise awareness of the capacity of elementary students to learn using a process termed designing activity. The text is divided into nine chapters. Chapter 1 describes the principles of designing activity. The difference between design activity and design educational activity is discussed in Chapter 2.…

A number of recent policies have tried to improve science learning by increasing the number of science courses required for high school graduation or admission to higher education institutions. But it is highly unlikely that these mandates alone will materially affect the amount and quality of science education for students. Any effort to improve…

The status of science education in the United States from the point of view of the National Association of Biology Teachers is discussed. International comparisons, and the results of education at these levels is described. Suggestions for the improvement of science education are provided. (CW)

Studies the interviews of 24 professional scientists to seek their views on the long range effects of their initial training. Analyzes the interviews for content, teaching, and types of learning experience. Concludes with a discussion of the implications of the findings for science education. Argues for a reduction in content. (CW)

This report on science and mathematics indicators is intended to assist state, national, and local policymakers and educators in making informed decisions. This report focuses on science and mathematics indicators at state and national levels. The indicators are intended for use by policymakers and educators to assess progress in improving…

This publication introduces and provides a framework for Earth Systems Education (ESE), an effort to establish within U.S. schools more effective programs designed to increase the public's understanding of the Earth system. The publication presents seven "understandings" around which curriculum can be organized and materials selected in…

The first (exploratory) phase of the Learning in Science Project (Primary)--LISP(P)--focused on science teaching/learning in New Zealand primary schools. Previous information about science teaching/learning was obtained from interviews with children, teachers, principals, science advisers, teachers' college lecturers, and inspectors. To gain…

Reports the results of a 1986 survey of physiology department chairmen in light of the criticisms and recommendations made in "Physicians for the Twenty-First Century: The GPEP Report." Shows that no substantive changes have occurred in the last two years in medical physiology courses at most medical schools surveyed. (CW)

Discusses the objectives of biochemistry education. Defines objectives for teaching biochemistry in secondary schools. Emphasizes the need for biotechnology education. Identifies two recent teaching experiments in Scandinavian countries. (CW)

Presented are the highlights and an analysis of The Neal Report on undergraduate science education. Included are an overview of the report and discussions and recommendations on laboratories; curriculum; industry/academic coupling; centers for instructional research and development; faculty exchange; teaching internships; and undergraduate women,…

The first (exploratory) phase of the Learning in Science Project (Primary)--LISP(P)--focused on science teaching/learning in New Zealand primary schools. Project goals included the identification of major problems of classroom teaching and learning and the study of factors which promote or limit individual children's learning of science. This…

An alternative teaching model has been proposed by the Learning in Science Project (Primary)--LISP(P). The model uses a six-step approach (outlined in an appendix) which fosters an environment in which children can ask questions about a situation, offer explanations, carry out investigations, and report their findings. This paper reports on the…