A nonmajors course entitled Ideas and Concepts in Physics that surveys the conception and development of ideas in classical and modern physics is described. Details of the syllabus and suggestions for incorporating an historical approach into the physics curriculum on both the precollege and college levels are provided. A bibliography of materials…

Compares the teaching of literature in East and West Germany. Discusses both the nature and titles of the material taught and problems of teaching literature espousing individual thought and criticism in a communist system. Describes common ground in the literature curriculum of both that may serve as a basis for curriculum of unified Germany. (DK)

Discusses teaching of critical thinking in introductory college government classes. Emphasizes identifying, evaluating, and constructing arguments as fundamental skills. Suggests text and methods for developing these skills. Argues that government classes involve too much information to allow students to retain much if taught in the traditional…

Suggests that both general and developmental education focus on such preparatory skills as communicating effectively and thinking critically. Describes current approaches combining general and developmental education. Explains the mechanics of cross-over teaching between the two domains. (PAA)

Teachers (n=101) of undergraduate and graduate level courses in creativity were surveyed concerning their beliefs about creativity, their goals for a creativity course, and the course activities. The study found consistency in the description of the goals, experiences, assignments, and evaluation procedures valued by respondents. Tables detail…

A discussion of ethics instruction in pharmacy practice argues that, because pharmacy students are still rapidly developing cognitively, faculty has an opportunity to help students mature and become socially conscious critical thinkers. The problem-solving process, dealing with alternative solutions, ambiguity, and flexible curriculum construction…

Examined is the role of middle school science textbooks in dealing with sensitive social and scientific issues. Ten widely used textbooks are compared to determine the amount and depth of content presented on five major global issues, including nuclear weapons. Implications are discussed within the context of a television culture. (KR)

The outline for a unit on the chemistry of fitness and nutrition is presented. Topics discussed include the organic basis of life, functional groups, kitchen experiments, micronutrients, energetics, fitness vs. fatness, current topics, and evaluation. This unit reviews the basic concepts of chemical bonding, acid-base chemistry, stoichiometry, and…

This 1963 article, reprinted from the "Journal of Geography" lamented the lack of geographic education. Urged geographers to promote the subject and ensure its place in the curriculum. Claimed school administrators failed to understand geography's vital role. Discussed current status of the field and mentioned poor student test scores. (NL)

Comments that the National Commission on the Social Studies report, "Charting a Course: Social Studies for the 21st Century," (1989) failed to fully explore citizenship requirements of democracy. Argues that social studies at all levels should promote student analysis of controversial public issues and develop students' understanding of…

Discussed is the Scope, Sequence, and Coordination science curriculum in which students study a combination of biology, chemistry, physics, and earth/space science over a six-year period. The implementation of this curriculum in various schools is described. (KR)

Examines the use of life histories as a method for explaining successful aging patterns. Describes a life-history research project in which undergraduates personalize material learned in social gerontology courses, integrating the life experience and theories. Sensitizes students to the impact of social forces on successful aging. Argues this…

Examines the role of the hero in U.S. culture and how the social studies have treated heroes. Urges teachers to explore the ethical dimensions of superheroes. Indicates how Abraham Lincoln and Martin Luther King, Jr., for example, need to be understood in their own cultural context and in the fullness of their humanity. (CH)

Discusses criticisms of global education by Gregg L. Cunningham in a report for Thomas G. Tancredo, and the National Council for the Social Studies' response to the report. Contends that an ethnocentric curriculum restricts students ability to think critically. Distinguishes between cultural relativism and moral relativism. (DB)

A theory of legal seminars is suggested, and procedures for implementing it through student-centered research and writing projects are outlined. The theory's implications for student readings and class discussions and for seminar content are also discussed. (MSE)