Outlines the developments of a conception of the interaction between science, technology, and society in science education. Classifies the varieties of curriculum materials using an epistemological typology. (Author/YP)

Introduces a science curriculum for junior secondary schools in Botswana. Describes the country's background and how the curriculum is related to local and national needs. Provides a list of syllabus topics and a list of general and lesson objectives from one topic. (Author/YP)

Describes writing assignments for increasing communication skills in a first-year chemistry course for science majors. Rationale for the assignments are discussed. Fourteen assignment topics for exercises and examinations are provided. (YP)

Identified are persistent and recurrent patterns in the history of biology education. Major influences and goals of the last century are stressed. Four major aims identified are knowledge, methods, personal, and social. These aims are used as a framework for the discussion. (CW)

Explored are several facets of the quality of the science curriculum at the undergraduate level. Discussed are maturation of disciplines, entry-level courses, the development of intellectual skills, and academic majors. Recommendations for college science departments are provided. (CW)

All forms of evaluation, including teachers' qualitative judgments and quantitative information from tests and measures, have an important place in issues-based instruction. Proper assessment of as many student characteristics as possible provides an overall view vital to understanding individual students and effects of instructor, curriculum, and…

Establishes taxonomic subclasses of application test items in the special case of the application of biological principles to familiar and unfamiliar, and agro-biological problems, in the framework of applied science teaching. Reports on the complexity of an application situation as a major criterion in the taxonomic subclassification. (YP)

Describes a thin film rectangular dielectric waveguide and its laboratory use. Discusses the theory of uniaxial thin film waveguides with mathematical expressions and the laboratory procedures for a classroom experiment with diagrams. (Author/YP)

Discussed is the change and diversity of scientific information. States goals of future science education: motivation, search, principles, information, orientation, world view, and creativity. Lists the orientational skills of science education. (YP)

Evaluated is a course for twelfth graders to demonstrate a variety of aspects of applied science. The basic structure and content of the course are described. The evaluation results including achievement, interest/difficulty with other courses, lateral transfer, and attitudes are reported. Examples of problems and application questionnaire are…

This article analyzes how science classes carry ideological elements and how that has ethical and deontological consequences with respect to science teaching. Provided are some examples of ideologizing, presenting a worldview, biased contents, and biased image of science. (YP)

This syllabus describes the course objective, examinations and grading, term papers and class presentation, and references. Provides a table of assignments and schedule describing topics and contents. (YP)

Discusses a wall chart, "The Standard Model of Fundamental Particles and Interactions," for use in introductory physics courses at either high school or college level. Describes the chart development process, introduction and terminology of particle physics, components of the chart, and suggestions for using the chart, booklet, and…

Explains how a science teacher's experiences as a chimney sweep were used to provide new material for introducing and reinforcing scientific concepts. Photographs of chimney inhabitants were used as the raw data for student inquiries into the ecological processes taking place in and around chimneys. (RT)

Evaluates seven courseware packages covering the topics of fluid dynamics, kinetic theory, and thermal properties. Discusses the price range, sub-topics, program type, interaction, time, calculus required, graphics, and comments of each courseware. Selects some packages based on the criteria. (YP)