Reviews conjectures that were presented when the Fellows of the early Royal Society of London, founded in 1662, carried out investigations into the origins of life. (Author/MKR)

Lists some advantages of including science history in secondary school courses. (AL)

Discusses early Euclidean cosmologies, inadequacies in classical Euclidean cosmology, and the development of non-Euclidean cosmologies. Explains the present state of the theory of cosmology including the work of Dirac, Sandage, and Gott. (CP)

Briefly described are the theories of Newton, Fraunhofer and others (related to spectra) followed by a detailed description of the theory of J. Norman Lockyer. The various theories are presented in chronological order with attention given to historical perspectives. (AJ)

Outlines the changes in concepts of atomic structure, and describes the search for quarks. (AL)

Reviews the values and limitations of the use of the history of science in teaching science. (SL)

Deals generally with historical errors in science teaching and specifically with Newton's conception of his second law of motion. With reference to Newton's "Principia", the author concludes that Newton would not understand what we today refer to as "Newton's Second Law." (MLH)

Provides an historical chronology of events related to understanding the photoelectric effect. Focuses on the early history, the mystery of the photoelectric effect, the contributions of Albert Einstein and Robert Millikan to the field, and hands-on activities that demonstrate the phenomenon to students. (DDR)

Philosophical challenges as well as major social problems are at the root of current criticisms of science. The author presents the case that the suspension of belief in modern science should be the focus of contemporary studies of the social dimensions of science. (Author/AJ)

Argues for an increased emphasis on teaching the history of science in secondary school science courses. A greater understanding of the nature of the scientific enterprise in the past should make students more aware of the interrelationships of science and society. (JR)

Describes a study in which secondary students (N=32) were interviewed to determine their understanding of the nature of scientific knowledge. Presents some of the strengths and weaknesses of these views and provides cross-cultural comparisons. (DDR)

Illustrates that a view of the nature of science is dependent upon underlying assumptions concerning scientific proof. Compares the inductive view of science with the non-inductive viewpoint of Karl Popper. (CP)

Notes an increased level of interest in the history and philosophy of science by science teachers of all levels. Points to the affective outcomes which the efforts may produce. (CP)