Systemic oppression includes inequitable education that historically does not fully prepare students for comprehensive participation in society. The tools of science education, however, uniquely enable students to explore social inequities as well as the natural world. Thus, a role of education can be to embed social justice in science curricula.…

The study analyses the extent to which the sociological message transmitted by the Official Pedagogic Discourse of the curriculum for Portuguese middle schools contains the ideological and pedagogical principles of its authors. The research is epistemologically and sociologically grounded, placing particular emphasis on Bernstein theory of…

Textuality is often thought of in linguistic terms; for instance, the talk and writing that circulate in the classroom. In this paper I take a multimodal perspective on textuality and context. I draw on illustrative examples from school Science and English to examine how image, colour, gesture, gaze, posture and movement--as well as writing and…

Students need to reflect on the practice of science to fully understand the nature of science (NOS), which is an important component of scientific literacy. In this paper, the authors describe how to implement an explicit and reflective pedagogy in college science laboratories and share examples from their implementation in a multiple-section…

Summarizes a report issued by a National Science Foundation (NSF) review team concerning pre-college science curriculum projects and recommends a redefinition of NSF's role in implementing natural and social science curricula in the future. Suggests a more systematic approach to the monitoring of curricula projects and awarding of funds. (BR)

THE PRESCHOOL INVENTORY BEGAN AS AN ANSWER TO THE NEED FOR SOME TYPE OF INSTRUMENT THAT WOULD PROVIDE AN INDICATION O OWMUCH A DISADVANTAGED CHILD, PRIOR TO HIS INTRODUCTION TO HEAD START, HAD ACHIEVED IN AREAS REGARDED AS NECESSARY FOUNDATIONS FOR SUBSEQUENT SUCCESS IN SCHOOL. MEASURING BASIC INTELLIGENCE WAS NOT THE GOAL. RATHER, THE INVENTORY…

Presents a secondary level chemistry curriculum based upon the fluorocarbon-ozone depletion model. (SL)

Examines various meanings ascribed to "integrated science," and explores arguments used to establish the value of an integrated approach for primary and secondary education. (SL)

Describes an introductory college biology course in which the student's rate of progress, goals and instructional procedures are individualized. (PEB)

Described is a conceptual model for comparing, synthesizing, and evaluating present instructional strategies and for research and development of new instructional programs. The model is based on the assumption that instructor's behavior can be categorized according to observable characteristics and that these categories will be subsumed under the…

This handbook, compiled by the Oklahoma State Science Committee, presents the basic philosophy of a school science program. Curriculum models in the publication are taken from several elementary science course improvement projects. Program organization and evaluation, relationships of science to the total school program, preparation of elementary…

Reviews problems and decisions faced in the development of the Nuffield Physics advanced level course. (SL)

This digest provides annotated bibliographies of articles published in THE AUSTRALIAN SCIENCE TEACHERS' JOURNAL from May 1955 to December 1973. Subjects included are: the place of science in the curriculum, scientific literacy, organization of science programs, current general science courses, current junior science courses, current senior science…