Describes a literature-based approach that was used successfully at the University of Cincinnati in a one-quarter advanced undergraduate inorganic chemistry laboratory course. (KHR)

Presented is an approach to the teaching of biological diversity using the theme of survival. Teaching methods for this approach and the advantages of its use are discussed. A suggested course outline is included. (CW)

Argues the pros, cons, and alternatives to animal dissection. Discusses several cases involving student objections and the enactment of a California state law which upholds the right of a student to conscientious objection to dissection involving the harmful or destructive use of animals. (RT)

Investigated was the nature of science-technology-society (STS) education as perceived by science teachers. Reports that teachers indicated weaknesses of current STS education and wanted more workshops and curriculum materials. Provides recommendations to educational practitioners based on the findings. (YP)

Explores the power transfer using (1) a simple electric circuit consisting of a power source with internal resistance; (2) two different mechanical systems (gravity driven and constant force driven); (3) ecological examples; and (4) a linear motor. (YP)

Reports various misconceptions of Newton's third law obtained from interviews and written tests of high school students. Suggests putting emphasis on the third law in physics teaching. Ten references are listed. (YP)

Science education cannot be sequestered in the laboratory; it must be an active part of our social milieu. Thus, the agenda of science/technology/society (STS) education must be to examine the interactions of science, technology, and society within a social responsibility framework. (Author)

Describes a four-year undergraduate course which covers mechanical/manufacturing engineering and management functions emphasizing problem solving. Outlines the course structure and project work in each year. (Author/YP)

Discussed is the issue of the appropriateness of applied science approaches to evaluation in environmental education. The relationships between characteristics of applied science approaches to evaluation and the special characteristics of environmental education are explored. (Author/YP)

Discusses the national, area, and school policies to improve elementary school science and technology. Describes the development procedures, content, and evaluation of the school policy. (YP)

Develops a course which would give students a chance to think critically, be exposed to recent developments including applications to other fields, and be exposed to the general field of the philosophy of science. Provides a course outline, required and referenced textbooks, and selected journal articles. (YP)

Describes a course focusing on applied catalysis for helping students prepare for careers in a chemical or petroleum industry. Provides a course outline and suggested topics for term papers. (YP)

Describes the educational system and national preparations for the International Physics Olympiad of the Soviet Union and Romania. Suggests some recommendations for American education. (YP)

Examined are implications for biology teachers of proposed changes in the national biology curriculum in Great Britain. Access to teacher training, and the nature of teacher education courses are stressed. Future prospects for inservice and preservice teachers are discussed. (CW)

Evaluates an elementary textbook (Journeys in Science, volume 3) on thermodynamics. Points out some inadequate expressions and explains the reasons. (YP)