Suggests instructional strategies for biology teachers confronted with creationism in the classroom and ways of dealing with the literal view of the public regarding the Bible. Supporting documentation (such as Christian ideas supporting scientific spirit and inquiry and definitions of the earth) is included in appendices. (JN)

A method to assist in curriculum planning and its application at the University of North Carolina School of Medicine is presented. Content elements appropriate for inclusion in a family medicine curriculum for medical students are identified. Priorities were assigned to content elements. (Author/MLW)

To test the literal biblical account of Noah's flood, four sources of possible flood waters were evaluated to determine if a natural (as opposed to supernatural) explanation is possible. Sources include rain, hydrothermal springs, and two types of cometary impact. Thermodynamic constraints preclude a natural means of accounting for the flood.…

Reports published by the New Zealand Department of Education and other agencies there illustrate the connection which can prevail between human relations education and a failure to consider critically the ethical issues involved in sex education. A philosophical discussion of love and justice and their relationship to sex education follows. (PP)

A course at Northern Illinois University trains college students for running marathons. The course offers information about conditioning, injury prevention, and diet requirements, as well as instruction in long-distance running. Techniques for motivating students are discussed. (PP)

Presents a theoretical and practical exploration of issues in teaching psychology of women. The eight articles in this special issue deal with the faculty, issues, courses, teaching methods and resources in the field, values and tensions in teaching psychology of women, related research, and the women's movement. (JAC)

Explored how older people think higher education programs should be designed to meet their needs. Findings suggested that older people prefer existing college curricula, age-integrated and group structured education. (Author/RC)

The communicative method of language instruction is compared with other, generalized methods currently used, in terms of content, the variety of forms taught to express the same thought, oral and written language, emphasis on form versus message content, the nonverbal element, and the teaching of language context. (MSE)

An alphabetical list of 44 references (books and articles) on various aspects of creationism, creationism-evolution controversy, and Darwinism is presented. (JN)

Reviews research related to content organization and learning and identifies some strategies for designing meaningful content organization that research has suggested might be useful to instructional designers. Forty references are listed. (Author/CHC)

Presents an alternative to the typical approaches used in introductory research courses through emphasis on the logic and creativity of the research process and on the problems of equating research with statistics early in one's training. (Author)

Evidence suggests that curricular content and the educational process shape and are shaped by sociocultural factors. This article explores changing ideas concerning how schools should respond to the societal environment and points out that no educational approach is completely neutral. The author urges that school-society relations be regarded…

A course dealing with the health beliefs of Hispanics, American Indians, and Anglo Americans was developed at the University of New Mexico. An ethnically diverse class visited different cultural settings in the Southwest to study beliefs about religion, nutrition, folk medicine, and other customs affecting health practices. (PP)

Psychological factors are analyzed that might explain why scholars and teachers do not intellectually confront the possibility of nuclear annihilation. Teachers are urged to struggle toward facing that possible reality as a prelude to action. (PP)

Reviews current knowledge on the encouragements and constraints affecting educational participation of older people. Reports the finding from a study of active older participants that content and sponsorship are the most important reasons for educational participation. (Author)