This article outlines a thinking framework that any teacher can use to adapt curriculum through a lens of gender diversity. The authors illustrate the adaptation of several sample lessons to achieve three key outcomes: (1) to support and reduce harm to LGBTQ students; (2) to engage all students with inquiry into science in society; and (3) to…

Recent press coverage of the decrease in worldwide honeybee population (Kaplan 2010) has significantly increased public awareness of its ecological and economic importance. In addition, honeybees' social nature, novel method of gender determination, distinctive caste system, and behaviorally and chemically based language make them immediately…

Presents a holistic model of science curriculum which utilizes the student's science interest as a starting point. (SL)

Science outside the classroom is integrated by dealing with real problems in a real world which is opposite the precise, neat, and nonrelevant science that the student receives in school. (DF)

Describes a secondary level program which offers science as an elective program based primarily on student interest. (SL)

A description of the present position of the FUSE organization relative to the development of unified science programs is discussed, including the related purposes and directions that characterize the newly established center. (DF)

Interdisciplinary modules that are interchangeable can be arranged to emphasize the interrelationships of science and to open many flexible options in science curriculum. (DF)

Discusses the consequences and possible impact of changes being caused by outside agencies rather than by science teachers. Such agencies are National Assessment, national curriculum committees, and outside groups determining teacher adequacy. Suggested teacher initiated changes include changing the sequence of high school courses, developing new…

Proposed is a model for initiating curriculum change. Presented are four broad decision areas to be considered when contemplating curriculum changes including: scientific literacy, instructional organization, instructional methodology, and practical decisions. A sequential decision making chart is included. (SL)

Discussed is a science-appreciation course based on goals and performance objectives such as having the student appreciate the concepts of science and the men who put these concepts into readable and understandable terms. (DF)

Discusses the development of a course designed to interest the average high school student. It is socially oriented in its approach to science and has been employed, in both the United States and Israel, for nonscience students. (DF)

It is suggested that integrated programs can be used with students from primary through college levels. Models are presented covering the process, thematic, applied science, environmental, project, concept, and pattern approaches. The importance of teacher education for such programs is also discussed. (DF)