Described are ways of utilizing intuition in scientific discovery. Students are directed to read detective stories and biographical accounts of scientists in order to gain understandings of the differences between intuition and deduction. Questions, information, and teaching suggestions are included. (Author/DB)

Proposes that students learn and do chemistry based on their own beliefs. Expresses concern that the educational system supports and rewards the learning of facts over the learning of concepts and general skills. Offers suggestions for instructional improvement. (TW)

Provides several reasons for the lack of the classroom teacher's involvement in science education research. Explains the purposes, advantages, involvements, and kinds of research. States that without teachers as researchers, there is an inability to put knowledge to practice. (RT)

Recommends the use of concealed images as tools for teaching geography. Suggests that images be used as examples of geographers' search for spatial regularities, metaphors for the quasi-religious quest for scientific truth, and fallibility of scientific citation. Argues that the purpose of geography becomes palpable to students when the concealed…

The purpose of this study was to describe student perceptions within high school classes in biology and chemistry over the course of a school year. The sample consisted of 435 high school college preparatory science students who were enrolled in 44 different biology and chemistry classes in central New York State. Measurements of attitude toward…

The purpose of this study was to identify factors responsible for the perceived decline in attitudes toward science observed in an intervention study designed to enhance scientific literacy. The literacy study focuses on a new freshman course in an urban Catholic high school. Negative attitudes toward science were found to be related to the demand…

Advocates the use of discovery or guided inquiry experiments for developing critical thinking in problem solving. Provides a stepwise method for creating inquiry experiments and provides an example by comparing the two methods for a freezing point experiment. (JM)

Presents the viewpoint that science can fulfill human needs as a human activity, as a model for problem solving, and as a world view or a view of reality. Proposes a set of goals for humanized physics teaching. Suggests several approaches for infusing these goals into an overall physics education program. (TW)

Describes the Warwick Process Science Project (WPSP), which uses teams of teachers for writing a process-oriented science curriculum for students in the 11-16 age category. Discusses the project's philosophy and priorities, and delineates some of the science process skills being integrated into this new British curriculum. (TW)

Contains an annotated bibliography of articles which deal with computer-assisted testing. Includes the author's name, the periodical in which the article appeared, and a short description of the article. (TW)