Describes a course, "History and Philosophy of Science for Science Teachers," at the University of New South Wales which focuses on the seventeenth-century scientific revolution and the nineteenth-century Darwinian revolution. The object is to provide background knowledge and promote an interest in the subject. (SM)

Describes the subjects taken by pupils who took part in the 1984 Assessment of Performance Unit Age 15 Science Survey in Great Britain. Reports that the most common subjects, in descending order of frequency, were English, mathematics, geography, history, art, French, physics, biology, and chemistry. Gives detailed accounts of the science and…

Discussed are the results of a survey of 92 chemical engineering departments in the United States. Semester hours, curricular area distribution including basic courses and electives, and staffing data are summarized and discussed. (CW)

Discusses the following questions for science faculty: What do we teach? How do we teach? How do we evaluate or assess what we teach? (PR)

Describes a study to determine which action potential concepts are found in high school biology textbooks, find out how these concepts are presented, and identify misconceptions about the concepts. (PR)

This paper recommends a role for the history of science in democratic science education, suggesting a dialogical mode of science instruction that captures what John Dewey considered most crucial to democracy--completely open communication. (SM)

Presents a design for constructing a colorimeter as an alternative to the more expensive spectrophotometer. The materials cost less than $25.00. (PR)

Argues that biology teaching at its best is characterized by students acquiring scientific, creative, and critical-reasoning skills. Advocates the use of case studies as an alternative approach to investigative laboratories. Contains 23 references. (DDR)

Cites the shortcomings of the traditional educational experiences of chemists. Focuses on their training in engineering and concludes that training is lacking in the areas of mass balances in flow processes, heat balances, reactors, separation processes, and scaleup. (DDR)

Explains how students developed Hypercard stacks to report the results of their study of vent science. Describes each step in the project process that included projects related to geography, technology, physics, chemistry, and biology. (DDR)

Illustrates how a well-designed curriculum can lead students to construct an unwanted conception. Concludes that the conceptual-change-cum-discourse perspective has the potential to integrate the affordances of both methodological approaches and past empirical accomplishments. Contains 33 references. (DDR)

Focuses on mapping activities designed to provide simulated experiences that help students understand the techniques used to measure and represent underwater terrain without making direct visual observations. (DDR)

Probes student views about knowing and learning physics with the Views About Science Survey (VASS). Employs six conceptual dimensions classified into the four distinct profiles of expert, high transitional, low transitional, and folk. Contains 42 references. (DDR)

Reports on the development of a laboratory exercise that would allow students to explore the concept of genetic drift. Discusses the concept of genetic drift that is coincident with natural selection and that closely models the real world. (DDR)

Reviews scholarship in science and technology studies and discusses associated curricular implications in terms of educational aims, learning experiences, and resources. Propounds a view of scientific literacy as preparation for competent participation in the scientific arena. (Author/SLD)