Reports the results of the Chautauqua Program, an effort involving 224 life science teachers grades 4 through 12 in Iowa schools, that sought to introduce Science/Technology/Society strategies to new teachers, help them develop materials, and assist in structuring an assessment program that could provide evidence that reform has occurred. (ZWH)

Examines biology textbooks from the list of books approved by the state of Texas. Concludes that there are errors, overstatements, and omissions that tend to enhance the plausibility of accepted hypotheses of the origin of life and evolution. (PR)

Suggests that an event-based science curriculum can provide the framework for deciding what to retain in an overloaded science curriculum. Provides examples of current events and the science concepts explored related to the event. (MDH)

Provides instructions for teachers and students to culture protozoans for use in science laboratories. Sections include setting up a culture area, basic culture media, amoeba culture technique, powdered milk-wheat-rice medium, alfalfa medium, and uses of the protozoa in the laboratory. (PR)

Surveyed schools to determine the relationships between honors and advanced placement (AP) science courses. Concludes that, once AP classes are established, honors classes typically undergo a period of redefinition and are either eliminated or assume subservient roles. (Contains 21 references.) (MDH)

Presents and describes New York State's desired learning outcomes that integrates mathematics, science, and technology outcomes. (PR)

Describes the Project on Scope, Sequence, and Coordination of Secondary School Science (SS&C). Discusses the design of a reform in science education, the use of student metaphors and analogies in explaining phenomena, student motivation, and student performance-based assessment in the SS&C project. (MDH)

Describes a Science-Technology-Society (STS) course implemented in Iowa that utilizes the National Science Teachers Association guidelines for STS courses. (PR)

Explains how science teachers can help meet the needs of their culturally diverse student populations. The basic premises of multicultural science classrooms are: all students can learn science; every student is worthwhile to have in the science classroom; and cultural diversity is appreciated because it enhances rather than detracts from the…

Describes the use of concept mapping and Vee diagramming in helping students learn how to learn. (PR)

Describes a curriculum development project that took place in the San Benito Consolidated Independent School District. Explains what a curriculum guide is and provides a six-step approach to developing guides. (PR)

Explains the use of a constructivist model for engaging students in the curriculum. The student end of the model is characterized by the knowledge, personal experience, degree of motivation, and level of interest that a student brings to a learning situation. (DDR)

Describes how teaching a lesson on the discovery of a crater in the Yucatan Peninsula and the rock strata deep in the ocean can help students explain the demise of dinosaurs. Discusses the impact theory and the core model. (DDR)

Explains the process of student and teacher collaboration on a project to develop a faster electrolysis mechanism. Provides a good example of the problem-based approach to science instruction and curriculum. (DDR)

Evaluates the ultimate goals of environmental and ecological education. Examines two versions of an established outdoor ecology program in a national park. Surveys students (N=700) using knowledge statements. Contains 64 references. (DDR)