This study evaluated the representations of nature of science (NOS) in U.S. state science standards, and examined the changes in these representations from documents advanced in the 1980s through 2016. Drawing from the consensus perspective on NOS and prior studies focusing on the analysis of textual content, documents were inspected for 10 target…

An international survey of geoscience education has been carried out jointly by UNESCO and the International Geoscience Education Organisation (IGEO) to address the question of 'How does school-level Earth science education compare across the globe? The survey gathered data from experts in 51 countries, comprising more than half the global…

By the end of the nineteenth century, the momentum for the idea of a more practical education better suited to life in a modern, technological world brought the first educational reform movements in the nation. Concurrent reform efforts at the state and national levels influenced both the historical development of Earth science education and the…

STEM (Science, Technology, Engineering, and Math) is a buzzword in America (Ames, 2013; Woodruff, 2013). With recent pushes from the federal government (Obama, 2013) the educational landscape is changing, with an increased emphasis on STEM (Noddings, 2013; Obama, 2013). However, a clear definition of who teaches each aspect of STEM does not exist…

This paper describes recent developments in Ireland to promote a greater interest in science among students in the 12-15 age group by means of practical work involving Inquiry Based Science Education (IBSE). The tasks, know as Investigations, are a component of the assessment of the subject Science which is studied as part of the Junior…

This paper scrutinizes the contribution of Romulo de Carvalho to the development of the Portuguese science curriculum, arguing that it was critically informed by his lifetime inclination to the humanities. It focuses on a particular historical event: the 1948 chemistry programme for the secondary school "Liceus". The paper briefly…

This article describes the content of a high school forensic science course. Discusses the definition of forensic science; how the course was started; the course strategy; invited speakers' and the use of mock crime scenes. Provides a sample outline of seven forensic science units. (LZ)

Discusses why polymer chemistry should be added to the general chemistry curriculum and what topics are appropriate (listing traditional with related polymer topics). Also discusses when and how these topics should be taught. (JN)

A geochemistry course for chemists is described. Includes: (1) general course information; (2) subject matter covered; and (3) a consideration of the uses of geochemistry in a chemistry curriculum, including geochemical "real world" examples, geochemistry in general chemistry, and geochemistry as an elective. (JN)

Describes the syllabus and structure of the final examination for a new course in Social Biology to be offered at A' level in Britain. The syllabus consists of three sections dealing with the study of mankind, social behavior, and human ecology. (JR)

Mineral Process Chemistry is one of the special study options of the Nuffield Advanced Science course in chemistry. Following general comments on mineral process chemistry, the subject matter of the option is described, focusing on copper and china clay. (Author/JN)

A digital electronics course taught on four successive Saturdays is described. Includes comments on course goals, text materials, and hardware. A table summarizing class and laboratory parts of the sessions is also provided. (JN)

Suggests a new approach for teaching secondary school quantum physics. Reviews traditional approaches and presents some characteristics of the three-part "Quantum Physics for Beginners" project, including: quantum physics, quantum mechanics, and a short historical survey. (SK)

Describes a high school chemistry course for students going to vocational institutes, community colleges, or allied health areas. Includes course outline and rationale for the course. (SK)