Interest in the study of computer technology in schools (often in the form of Computer Science subjects or coding initiatives) is seen to have undergone two waves of interest, one in the late 1970s/early 1980s and the other more recently since about 2010. Through a historical exploration of the rationales for the study of computer technology in…

The history of education in the United States has been a contentious one. This holds true for science education in Georgia. Throughout history, there has been much debate on what should be taught and how it should be taught. There have been many influences on education including politics, economics, religion, and immigration. This multi-method…

The 1998 Nuffield Foundation report "Beyond 2000: Science Education for the Future," by Robin Millar and Jonathan Osborne, produced ten recommendations and had a major effect on curriculum development in England, Wales and Northern Ireland. Twenty years after its publication, I pose ten questions for science education. The hope is that…

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…

Appeals to reform science education by policy makers are not new phenomena. To be sure, while science reform efforts have been ongoing occurrences for nearly six decades, perpetual educational reform efforts as a whole have been evolving and gaining momentum in number for more than a century. The general motivation for continual reform appears to…

Current high school Earth Science curricula and textbooks organize scientific content into isolated "units" of knowledge. Within this structure, content is taught, but in the absence of the context of fundamental understandings or the process of how the science was actually done to reach the conclusions. These are two key facets of scientific…

Presented is a historical account of science teaching in the United States from the era of Thomas Jefferson to the present. Special emphasis is placed on present demands to reform science teaching from the elementary level through college. Reform policies for consideration are listed in the article. (MA)

Presented are views on prospects and retrospects in chemical education. The teaching of elementary chemistry is also discussed. (HM)

Describes a course, "History and Philosophy of Science for Science Teachers," at the University of New South Wales which focuses on the seventeenth-century scientific revolution and the nineteenth-century Darwinian revolution. The object is to provide background knowledge and promote an interest in the subject. (SM)

Presented at the annual meeting of the National Association for Research in Science Teaching (NARST) in April, 1972, in Chicago, this study substantiated the feasibility of 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…

Examines the trends of science education in the People's Republic of China (PRC) over the past 30 years, described the present climate of the discipline, and comments on the future path it will take. The content of science courses of public schools in PRC is also presented. (HM)

Presented is an asymptotic approach to "authentic" science. Discussed are the following aspects of science: personal science, private science, public science, historical science, societal science, technological science, and the aims of science. (KR)

Describes the history of development of a typical Crustral Evolution Education Project (CEEP) instructional module on Sea-Floor Spreading. (SL)

The need for a philosophic base to provide direction for science curriculum development and instruction is discussed. The history of philosophies of science is traced, followed by an extended discussion of a "new" philosophy and its implications for the curriculum. (MNS)