The vast and rapidly growing amount of science education research makes it challenging for researchers to navigate and synthesize developments across the field, particularly concerning broad concepts evolving along divergent paths. To address this issue, a novel review methodology employing bibliometrics and network analysis was tested to identify…

Elaborates on the components of five domains of a taxonomy for science educators' concerns for teaching and curriculum development: information, process, creativity, attitude, and applications domain. (YP)

Describes a science teacher's views of Science-Technology-Society (STS) instruction after implementing a two-semester STS-oriented science course in a Taiwanese high school. Concludes that the heavy content load of Taiwan's national curriculum, regular cross-class standard tests, lack of peer or administrative support, resource limitations in the…

This paper argues that the diverse curriculum reform agendas associated with science education are strongly and critically associated with the educational characteristics of the humanities. The article begins with a survey of interpretations of the distinctive contribution which the humanities make to educational purposes. From this survey four…

Discusses survey results which focused on changes in service club members' perception of the science curriculum. Responses indicated an increase in the acceptance of the Project Synthesis goals between the years 1982 and 1984. (ML)

Analyzes the science frameworks of 49 states and the District of Columbia to determine the emphasis given to evolution in these documents at the middle and secondary levels. Collectively, the 50 frameworks emphasized evolution in a manner that suggests that if the public's support for standards-based curricula is a reality, the study of evolution…

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 Iowa science-technology-society (STS) models and goals. Characterizes and gives examples of using the STS approach in classrooms. Reports the results of four studies that have assessed the outcomes of learning with STS instruction. Identifies some problems concerning the future use of STS in schools. (PR)

Employs the concepts of taboos and noas to investigate the perceptions of science teachers of controversial topics and curriculum infusion. Describes and analyzes teachers' (n=5) Science-Technology-Society (STS) classroom practices after an STS inservice experience. Teachers' coverage of controversial STS topics appears related to perceptions of…

The premise of this report is that only the science-technology-society (STS) effort offers the potential for meeting the challenge of science for a general education. Presents the goals of STS issue-based instruction. (PR)

Traces the practice of relating academic science with the life world of the student to the 1600s. Focuses on identifying elements of a curriculum framework and cognitive strategies that seek to prepare students to be productive citizens in the world. Contains 37 references. (DDR)

Combines some guiding principles of antiracist education with Vygotskian notions of education as enculturation to produce a set of proposals for a radical form of multicultural science education for sociopolitical action. Outlines a radical form of curriculum development involving the politicization of teachers as the only effective way of…

Science policy studies and the social studies of science are two ways to approach science-technology-society (STS) education. This paper applies the two perspectives to STS education and explores the implications of the two approaches for the domain of STS education and the relationship to science education. (YP)

Reports on a study of teacher education programs for science teachers in New England. Focuses on data regarding the amount and types of science content and secondary science methods courses, program emphasis in science content, science processes and methods, science teaching techniques, and effectiveness of science preparation. (TW)

Describes a specially designed preparatory course in science and mathematics for relatively "unprepared" adult students in Israel. Compares the achievements of these students with the achievements of those identified as "prepared" according to their formal education and qualifications. (TW)