Indicates the necessity of curriculum frameworks that enable all students to achieve their maximum potential literacy; to create their own knowledge; and to develop in directions unique to their needs, interests, abilities, and perspectives--that is, to become self-actualized. (Contains 65 references.) (Author/YDS)

Describes the nature and existence of both model-data fit and conceptual problems in science, then examines two curricular projects--one in genetics and one in evolutionary biology--that attempt to integrate these problems into classroom instruction. (Author/SAH)

Examines the impact of one unit of a curriculum module for sixth grade from the Model-based Analysis and Reasoning in Science (MARS) project. Provides an overview of this unit on mass and discusses three aspects of the evaluation of the unit. Contains 22 references. (DDR)

Explains cognitive basis for change in science paradigms using Watson-Crick DNA model to illustrate concepts of "normal" versus "revolutionary" science. Examines these concepts in light of teacher preception of science, and discusses implications for the practice of science education. (JM)

Compared "extended discretion" (ED) learning approach to traditional Biological Sciences Curriculum Study (BSCS) laboratory investigations. Found that although ED students are more capable of exercising independent judgment for greater lengths of time while BSCS demanded more teacher time, all teachers were still reluctant to accord…