This article is the first in what will become a continuing series of articles highlighting the perspectives of renowned science educators. The first featured article is by Robert Yager, Science Education Center, University of Iowa, USA. Dr. Yager has directed over 100 NSF projects designed to improve K-16 science programs. He has served as…

Offers a defense of societal issues as organizers for school science programs in response to criticisms of this thesis discussed in SE 534 649. Indicates that there appears to be no evidence that using nontraditional topics as organizers will make science more subject to manipulation and perversion. (JN)

In education, STS too often is viewed as a new kind of course--new material for use in teaching. However, this view of STS is fraught with the same kind of problems as traditional teaching of natural science and technology. This major problem is that information is merely transmitted to students by lecture, discussion, verification laboratories,…

Describes efforts in the reform of science education, noting the importance of changing preservice and in-service teacher education. The article examines three national systemic reform efforts and discusses implementation efforts in Iowa. It also discusses Iowa's teacher preparation and offers assessment information arising from Iowa's efforts.…

Discusses the dangers of quick-fix solutions to the current crisis in science education and the need for a philosophical base and theoretical teaching strategies. Proposes science and mathematics study as requirements for grades K-14 and implementation of a vertically articulated curriculum. Concludes by calling for pluralistic response to the…

Discusses areas of agreement among science education reformers and addresses fundamental problems if real reform is to emerge. Suggests the science-technology-society (STS) approach for improving the teaching and learning of science. (KHR)

Implications for science curriculum and instruction are addressed based on a comparison of attitudes of seventh- and eleventh-grade students toward the study of science as reported in the third assessment (science) of the National Assessment of Educational Progress (NAEP). (SK)

Discusses one component of the Iowa Distance Education Alliance that encouraged science reform through distance education using the Iowa Communications Network. Topics include curriculum and school reform, learning processes, student engagement and involvement, constructivism, the use of interactive television for distance education, and the Iowa…

Describes the dissemination and implementation of the Iowa Chautauqua Program model of professional development for advancing science education reforms within the United States and in several settings abroad. Contains 15 references. (WRM)

Social issues provide real life and motivational questions which are successful in engaging the minds of many people (especially students). When dealing with social issues, students see the importance of so-called basic concepts and skills in dealing with them. For most persons, real mind engagement rarely occurs in educational settings. One…

Reports on the Iowa Project, a broad effort in 20 school districts where a Science-Technology-Society (STS) approach was emphasized through a constructivist philosophy of teaching and learning. Results indicate the project's success in four areas: strengthening teacher confidence and knowledge base, encouraging teachers' use of innovative…