A content analysis of topics relating to sex education as dealt with in five different postsecondary biology textbooks by different educational boards is made on a comparative basis. One finding is that the texts focus on facts rather than on social implications or utility. (Author/JN)

Eleven college psychology textbooks were surveyed for their presentation of research using animals characterized by invasive procedures. The methods and procedures of the survey are presented. Survey results are discussed. Results indicated that the majority of studies are presented without reference to the subjective state of the animals…

Seven recent inorganic chemistry textbooks are examined and compared with each other and with textbooks from the 1960s. Findings show several different and contrasting trends in the topics emphasized, allowing teachers to select a textbook most aligned with their course content or philosophy. (JN)

Indicates that trends in science education can be examined by examining science textbook content. Suggests that a historical overview is important and pertinent to contemporary thinking and contemporary problems in science education. (Author/JN)

The confusion by students on the use of three terms in their writing is discussed. The definitions of catabolite repression, constitutive, and ribosome binding site, given in the glossaries of 10 textbooks, are compared with the use of these terms in students' papers. (KR)

Discusses a common error found in organic chemistry textbooks regarding the phenomenon of "conjugate reduction." Provides a table of experimental data involving the reduction of alpha-, beta-unsaturated compounds. An accompanying discussion explains reasons for the lack of correspondence between textbook information and the experimental…

The concept of a "picture superiority effect" is discussed. Examined are a number of perceptual considerations that need to be given to picture construction. Parameters which appear to attract the learner's attention to a picture are considered. (CW)

Suggests that more attention be paid by biochemistry textbook authors to the breadth of contemporary learning strategies, given the fact that an increasing number of medical schools have adopted an integrated, self-paced, problem-based curriculum. Discusses the theoretical characteristics desirable in the ideal biochemistry textbook. (JJK)

Analysis of subtopics of evolution in 22 high school biology textbooks shows a mean of 12 percent of total text devoted to evolution, with a decrease in attention from 1963 to 1983. Various text examples are presented to support the discussion, and implications for science teaching are addressed. (DH)

Investigated was the mathematical content of 15 college-level physical-geology textbooks published in the period 1980-90. A list of textbooks is provided. Methods, comparisons with other fields of science, and the treatment of specific geological concepts are discussed. (CW)

The current status of science education for scientific literacy in the United States is reviewed. Textbooks and teaching methods are the main focus of criticism. (CW)

Presented are critical reviews of 18 biology textbooks submitted for consideration by the Texas State Board of Education during 1984. These reviews are provided in three categories: (1) general biology textbooks: "Biology and Human Progress"--Prentice Hall; "Scott, Foresman Life Science"--Scott, Foresman; "Living Things"--Holt, Rinehart, and…

Provides a short history of chemistry education in the United States. Indicates that although the chemistry of the first half of the twentieth century was theoretical in nature, chemistry teaching today seems to be returning to the utilitarian focus of colonial chemistry. (JN)

The characteristics and components of scientific literacy are reviewed and analyzed in this report. Perspectives are given on textbook use, content, emphases and applications of the dimensions of scientific literacy. The distinctive features of the curriculum reform projects of the l960's and l970's are also discussed and their impacts are…

Examines secondary science textbooks for their interpretation of energy concepts. Discusses some of the confusion created by the use of the "forms of energy" approach. Advocates the use of "energy transfer" terminology. Critically examines examples of common text passages from British textbooks. (CW)