Argues that the National Science Education Standards is an atheoretical document because it fails to prescribe scientific theories worth knowing, define the role of scientific theories in scientific literacy, or outline a framework to conduct research on the inquiry method. (DDR)

Argues that the failure to identify concepts and definitions with their corresponding levels of discourse has resulted in the propagation of historically outdated definitions and vocabulary in chemistry textbooks. Provides several examples of the problem from textbooks. Contains 36 references. (DDR)

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…

Explains the potential of computer technology in science education and argues for integrating bioinformatics into the biology curriculum. Describes three modules designed to introduce students to technological advancements in biology. Aims to develop a better understanding of molecular biology among students. (YDS)

Suggests using the informal experiences students have through extracurricular activities such as music lessons to design a curriculum related to sound that encourages active student participation and learning. (DDR)

Presents a discussion, almost a debate, about using trade books in science teaching. Suggests that teachers should exercise caution in selecting trade books for their science classes, not simply default to trade books just because they and their students might be more comfortable with this form of literature than with science texts. (SG)

Examines the instructional impact of National Science Resources Center's Science and Technology for Children curriculum in the Oshkosh Area School District. Results suggest that the adoption of this curriculum among experienced teachers in the district will provide little or no immediate gains on student achievement and potentially a slight…

Reports findings from a focus group study of the opinions of 70 teachers in six secondary schools in England and Wales about the future of the compulsory science curriculum. Reports widespread support in principle for the proposed changes with concerns expressed over content and feasibility of implementation. (Author/MM)

Explores the most appropriate form of activities to help children develop science concepts. Provides arguments and evidence from a pilot study that point to the significance of wonder for the invitation of children to the world of science. Argues that activities that do not appear to be pedagogically appropriate should not be excluded from…

Describes an education reform consisting of a science education curriculum of which environmental education has become an integral part to emphasize higher order thinking skills and connections to the world beyond the classroom. Discusses instruction, assessment, and organization of school sites with this reform. (ASK)

Introduces the Technology-Based Learning in School Science (tBLISS) project which investigates the feasibility of technology-based science curriculum implementation and examines the science process skills of students. Water is the major theme of the curriculum. (YDS)

Reports on the Partnership for Excellence in Teacher Education (PETE), an NSF-funded project to promote reform in mathematics and science teacher preparation that features the redesign of teacher preparation to reflect current research on learning and teaching. Concludes that new tools of technology have the potential for enhancing education but…

Although science, technology, and society (STS) has been widely accepted as part of science curriculum policy, there is little evidence that it has made much impact on classroom practice, particularly in the academic stream of secondary schools. Suggests that supporters of STS should consider placing STS in occupational contexts in ways that would…

Draws on a range of published case studies on settings in which individuals not professionally involved with science address issues that have a scientific aspect. Suggests that at least some areas of knowledge about science should be part of the compulsory school science curriculum. (Contains 61 references.) (ASK)

Supports the use of professional development in environmental education and proposes that it be regarded as vital to learning as classroom instruction. Discusses the use of activities from programs such as Project WET and Project WILD. (DDR)