Reports on a study which was conducted to provide a sample of biology teachers an opportunity to describe their experiences and opinions regarding the controversial issue of evolution and creation as it relates to teaching about the origins of life. Provides the objectives, sample selection, an analysis, and a conclusion. (RT)

Claims that most instruction dealing with genetics is limited to sex education and personal hygiene. Suggests that the biology curriculum should begin to deal with other issues related to genetics, including genetic normality, prenatal diagnoses, race, and intelligence. Predicts these topics will begin to appear in British examination programs.…

In 1998, the American Museum of Natural History (AMNH) launched an ambitious effort to create on-line science courses for K-12 educators that would immerse them in exciting science topics and give them access to the Museum's scientific resources (scientists, research, expeditions, collections, and exhibitions). This project, called Seminars on…

Presents a scheme for a one-year course of study in Science, Technology and Society that can be easily adapted. Includes a listing of course goals, topic areas, and instructional strategies and techniques. Provides examples of activities and descriptions of four courses in Science, Technology and Society. (ML)

Profiles the Contemporary Liberal Arts Core Curriculum of Polytechnic University (New York). Provides the course syllabi for the four-course science, technology, and society sequence, which includes "Technology and Society in Historical Perspectives,""Introduction to Behavioral Science,""Ethics and Technology," and…

Presents an account of developments in an environmental education course for practicing teachers in Australia. Reports on some of the changes that have taken place in the course and the cyclic revision patterns that have occurred between the course's theoretical rationale and its practical embodiment. (TW)

By using pseudoscientific examples to show what science is not, instructors can generate a healthy skepticism in students while making them understand how science applies to their daily lives. A course incorporating such pseudoscientific examples (including extra-sensory perception -- ESP) is described. (JN)

Demonstrates, with a set of definitive examples, how polymer principles can be introduced into the first undergraduate physical chemistry course in a very natural way. The intent is to encourage introduction of polymer-related material into conventional physical chemistry courses without sacrificing any rigor associated with such courses. (JN)

Describes the specifics of instruction in thermodynamics using a problem-solving technique introduced in a previous issue of this journal. (CS)

Reports on a study into how the history of chemistry is being taught in colleges and universities. Results indicate that courses on the history of chemistry are hardly ever required of chemistry majors, and they are offered in only 10 percent of American Chemical Society approved chemistry departments. (TW)

Offers suggestions to secondary teachers faced with teaching the concepts of evolution to a group of skeptical students. Presents a variety of comments from groups that support the integration of evolution into the science curriculum and opposing the adoption of creationism as a part of the science curriculum. (ZWH)

An introductory human anatomy course designed to provide the basic understanding of human structure necessary for further study in allied health and related fields is described. First, a general course description provides an overview; discusses the courses' place within the science curriculum, noting that it does not meet the general education…

Describes how relevant aspects of environmental education can be integrated within the framework of contemporary high school chemistry. Examples which show how students can examine the chemical consequences of such social factors as smoking and drinking are provided. (JN)

Describes a high school chemistry program which uses a team approach. Organizational structure, instructional strategies, student involvement, and outcomes (including the development of a third year of chemistry using an independent study approach) are considered. (JN)

Investigated was the influence of an instructional strategy to help freshmen undergraduate students overcome misconceptions regarding the nature of evolutionary theory. Discusses the strategy that included writing statements, small group discussion, teacher presentation, interactive lecture/discussion, and individual reflections. (YP)