The authors restate their position that it is essential to correct narrow conceptions of science and that to do so requires the infusion of history and philosophy of science into teacher education programs. Discusses various educational philosophies that address whether or not the boundaries of science can be established clearly. (LZ)

While the use of computers has become widespread in recent years, a unified, integrated approach to their use in the medical school curriculum has not yet emerged. Describes a program at the University of New Mexico that will phase-in computerization of its curriculum beginning in the fall of 1993. (LZ)

Discusses the high school framework and standards developed by the National Science Teachers Association in the subjects of physics, chemistry, biology, and earth and space sciences. (MKR)

Presents concept mapping as an effective tool for developing an integrated curriculum. Includes examples of concept maps that represent an entire veterinary curriculum, specific courses, and case-based exercises. (21 references) (Author/JRH)

Addresses the need for and the problem of organizing a science curriculum around contextual settings and science stories that serve to involve and motivate students to develop an understanding of the world that is rooted in the scientific and humanistic traditions. Presents a conceptual development model and a proposed program of activities. (76…

Argues that a multiscience perspective on science education affords richer implications for reflection and practice than does multiculturalism. Recognizes the existence of various types of science at play in all science classrooms, especially personal science, indigenous science, and Western modern science. Discusses implications for curriculum…

Included are the description, operating characteristics, uses, and future plans for the Topological Panorama Camera, which is an experimental, robotic photographic device capable of producing visual renderings of the mathematical characteristics of an equation in terms of position changes of an object or in terms of the shape of the space…

Asserts that educational assessment drives the curriculum. Thus, assessment is very important in contemplating reform in science education. Assessment should be an integral part of the instructional process, utilizing diagnostic testing, monitoring, and summative evaluations. (PR)

A survey of 100 gifted high school students found that students felt "held back" by the pace and content of their science classes, wanted to be more challenged, were frustrated with the lecture-memorization teaching method, and wanted to be treated the same as nongifted students. Implications for science program administration, instruction, and…

Explains how a simple three-step algorithm can aid college students in solving synapse transmission problems. Reports that all of the students did not completely understand the algorithm. However, many learn a simple working model of synaptic transmission and understand why an impulse will pass across a synapse quantitatively. Students also see…

Author argues that education has increasingly become dominated by economic interest that can lead not to enhancing equality but to its opposite. Important ideological shifts are occurring in what education is for and in the content and control of curriculum, with an increased emphasis on making education an economic product. Author predicts a…

Author argues that constructivism is flawed because of its inability to come to grips with the essential issues of culture, power, and discourse in the classroom. Presents an account of a sociocultural approach to teaching based on the notions that learning is situated in contexts, students have their own cultural perspectives, and classroom…

Describes a high school biology course that utilizes the science-technology-society approach. The course developed from research findings that high school students are interested in learning about themselves--mainly their bodies. Evaluation of the program revealed that it was successful in accomplishing learning objectives. (PR)

Authors discuss "the scientific method" and assert that laboratory scientists ask questions but seldom state formal hypotheses to be answered by controlled experiments. Authors suggest that experimental results should not be viewed as fact, and students should not be required to memorize the steps of the scientific method. (PR)

Provides both a rationale and framework for Earth systems education and a description of the early development of the Program for Leadership in Earth Systems Education (PLESE). Presents the seven basic understandings that form the conceptual basis for the PLESE program. (five references) (MCO)