Discussed is the narrowness of engineering education in the recent past. A more liberal education for engineers is proposed. The benefits of such an approach, personally, professionally, and to society are described. (CW)

Describes a biology course to meet the needs of nontraditional students. Included is information on the course including the needs, beginnings, framework of basic concepts with a multisensory approach, and course objectives. Reports the data showing student success. (YP)

This article focuses on the changes made in the undergraduate laboratory program of the first degree course in chemical engineering at the University of Bath (England). Describes experiments relating to the Engineering Applications 1 (EA1) requirements set by the Engineering Council. (YP)

Illustrates how triangular diagrams can aid in presenting some of the rather complex transient interactions that occur among gas and surface species during heterogeneous catalytic reactions. The basic equations and numerical examples are described. Classroom use of the triangular diagram is discussed. Several diagrams and graphs are provided. (YP)

This is a summary of a seminar for changing the undergraduate chemical engineering curriculum in India. Identifies and describes biotechnology, materials for structural and microelectronic catalysis, and new separation processes as emerging areas. Evaluates the current curriculum, including basic science, engineering lore, chemical engineering,…

This paper reviews science education research conducted with students having behavioral disorders. Both textbook-based approaches and activities-based approaches were found. Guidelines for teaching science to this population are provided, such as making participation in desirable activities contingent upon appropriate behavior and providing…

Uses computers to aid in teaching one property of the chaos theory: sensitivity to initial conditions. Provides demonstrations that illustrate that science and physics do not and cannot have all the answers to questions asked regarding the causes of natural phenomena. (ZWH)

This paper introduces a series on the topic and presents a science education framework for teaching students with disabilities. Curriculum and instructional perspectives are reviewed, and the "guided meaning" approach is recommended as an inquiry-based strategy. A thematic scheme for organizing and developing science programs is proposed.…

Defines a few major reasons for the frequent failure of laboratory instructional methods and outlines some modes of thinking that seem to promise greater effectiveness and firmer justification for maintaining the laboratory as an essential component of physics teaching. (MVL)

The purpose of this article is to indicate another way of looking at duality and to propose an alternative approach to the teaching of quantum theory at the introductory level. (MVL)

Highlights assessment issues which the Department of Biological Sciences at the Manchester Metropolitan University has addressed in developing an integrated approach to course provision, in particular for implementing first-year laboratory practical units. Beneficial outcomes and some continuing problems are also considered. (LZ)

Examines the effects of changes in college admission requirements on the prior knowledge and skills base of entry-level university students in the United Kingdom. Discusses the impact of the introduction of General National Vocational Qualifications for college admission as an acceptable alternative to the traditional A-level entry qualification.…

Addresses multiculturalism in science education reform: (1) problems with the universalist account of the nature of science; (2) an examination of some historical cases that illuminate the consequences of maintaining a universalist perspective on science; and (3) an argument for a multicultural perspective on scientific knowledge. Argues that the…

Presents a sample exercise developed for use in a student-driven classroom as part of a first-year, one-semester course, "Mechanisms of Biology." The approach places each student in an active role as questioner and as an intrinsic part of the course structure itself. The exercise is given on the first day of the course as a primer. (LZ)

Discusses different meanings of integration of mathematics and science (discipline specific, content specific, process, methodological, and thematic) and instructional implications of these approaches. (12 references) (Author/MKR)