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…

Describes a seminar course using Galileo's book "Two New Sciences" as an instructional tool to give students insight into the Greek's achievement in science. Includes references. (Author/YDS)

Traces the development of electrical engineering (EE) from its roots of academic physics in the 1890s to a discipline with its own priorities and departmental structure. Includes a description of the first EE course offered at the Massachusetts Institute of Technology (MIT). (JN)

Suggests that a primary value of a history of science course is that it provides the student with a more profound understanding than obtained from science courses alone. However, the course should also instruct in the craft of history and communicate the role of history in shaping current thought and institutions. (KC)

A study of the concepts of relativity and quantum physics through the work of Bohr and Einstein is the basis for this upper level course for nonscience students. Along with their scientific philosophies, the political and moral theories of the scientists are studied. (CP)

Described is a technique for utilizing debates of past engineering controversies in the classroom as a means of teaching the history of engineering advances. Included is a bibliography for three debate topics relating to important controversies. (SL)

Discusses the National Academy of Science's recommendations on teaching evolution and the nature of science. Describes a biology college course that uses evolution and history of life as the curriculum framework with an extensive unit on the history and philosophy of science. (Contains 14 references.) (ASK)

Discusses a two-semester college course focusing on the idea that developments in the sciences and the arts together reveal a constant process of mutual influence and cross-fertilization. The course develops this thesis using examples from physics, art, literature, and philosophy from Greek times to the present day. (Author/MLH)

Discusses the roots of Chinese science in Taoism and naturalism and their synthesis in neo-Confucism in the Sung dynasty. Briefly mentions relations with the West. Specifically cites Chinese acoustical science and discoveries in magnetism. Includes a syllabus for a course. (GH)

Describes an intensive course in mathematics (calculus), mechanics, optics, and astronomy directed mainly toward nonscience students. Course format, operation, and student evaluation appear. (Author/CP)

Outlines the importance of teaching the methods of science. Describes ways in which teachers can incorporate lessons about scientific methodology into any existing introductory science course. (JRH)

Describes a short course on the history of chemistry taught at the graduate level with topics including apparatus and techniques. (SL)