A one-semester natural science course developed at St. Andrew Presbyterian College did not increase the student's ability to think critically. (CP)

Teaching science via a socio-historical approach utilizing selected concepts related to the social and historical development of science and selected concepts related to atomic energy was found to be feasible. (Author/CP)

The abolition of college science requirements is suggested in order for the anticipated decrease in enrollment to shock institutions into a re-examination and reorganization of undergraduate programs. (CP)

Draws together excerpts from Whitehead's writings on the nature of science, the nature of education, and the social science curriculum. Illustrates the use of Whitehead's work to answer the attacks of modern critics on science. (CP)

The elementary school science curriculum program, Science Curriculum Improvement Study (SCIS), was investigated to determine effects upon students' attitudes toward science and perception of the science instruction. The data show favorable results. (MP)

Describes a study in which groups of high school students of differing ability were presented different introductory "organizers" to test effectiveness of this learning aid in incorporating new material. Results from performance tests and three-week retention tests are reported. Suggested are modes of application for use of organizers in…

Surveys some predictions for the 21st century and presents data which stress the need for improving education. Cites inadequacies in present science course improvement projects and advocates changing the emphasis of science education to foster curiosity, creativity, competence, and compassion. (CP)

Outlines the basic requirements for genuinely transdisciplinary studies. Describes ways of transcending the boundaries of the disciplines and describes a learning environment that would facilitate integration. (GS)

The author criticizes brief, vague educational goals and advocates broad, unambiguous objectives stated in terms of student behavior. (CP)

At the Ohio State University a precalculus course with a very large enrollment was individualized by using a combination of televised lectures, small recitation sections, flexible testing procedures, variable course credit, and other innovative procedures. (SD)

Reviews the foundations for individualized instruction in science, analyzes some of the attempts which have been made to implement it in the elementary and secondary schools, and explores the implications of individualized instruction for the science teacher. (PR)

Outlines the use of computer programs in modeling and simulation to provide a link between science and mathematics education. (GS)

Cites examples from medical research, medical ethics and genetic counseling to point for the need of a secondary school course in values clarification in bioethics. (CP)