Notes that energy is a difficult concept to learn and provides problems for many students. Stresses that if the science education community were to develop a standard nomenclature of energy-related terms, it would be possible to eliminate some of the difficulties without reducing depth of treatment. (Author/MVL)

Describes ways a teacher can depict science as a form of thinking that leads to a more consistent, coherent, and comprehensive picture of nature. Indicates that this approach to science can foster in students a better understanding of why scientific truth changes. (RT)

Discusses the orbit, motion, and phases of the moon. Describes three activities on the moon: "How Soon Can You See a Crescent Moon?"; "When is the Moon Visible?"; and "Lunar Eclipses." (YP)

Described is physics education in Australia at the secondary level. Its origins based on British traditions and the influence of American thought and practice on its development are discussed. Implications for the future are examined. (YP)

Examines the influence of the use of hands-on materials in elementary school science instruction from a survey of 301 school principals. The rationale for the survey, questions used, and responses are provided. Lists 12 references. (YP)

Discusses an undergraduate course for developing interest in and skills for research. Provides a course outline and briefly describes each part of the outline. (YP)

Discusses criteria for writing, designing, and selecting a physics text including topics covered, target students, diverse problems, and focused content. (YP)

Reviews a model used in the teaching of plate tectonics which includes processes and concepts related to: terranes and the amalgamation of terranes, relative plate motion and oblique subduction, the effects of continent-continent collision, changes in plate motion, plate configuration, and the type of plate boundary. Diagrams are included.…

Provides information for the development of a lesson which teaches students about sand, discusses facts about sands, sand studies, life in the sands, and sand activities. Includes diagrams showing the range in sand grain shape, formation of sand ripples, and sand samples from around the world. (RT)

Described is the situation in the field of continuing engineering education (CEE) in Europe, especially the European Society for Engineering Education and Helsinki University of Technology. The need and structure of the Professional Development degree is introduced. (Author/YP)

Evaluates five courseware packages covering the topics of Newton's laws and seven courseware packages for work, energy, momentum, and conservation laws. Discusses the price, sub-topics, program type, interaction, time, calculus required, graphics, and comments of each courseware. Selects some packages based on the criteria. (YP)

Addresses some of the problems confronting curriculum writers who seek to interface Science-Technology-Society (STS) units into science. Describes an urban school program which has STS as a component and has been successful in keeping at-risk students motivated and achieving in attendance. (RT)

States that the responsibility for bringing outdoor education themes into the reading of literature lies with the outdoor educator and not the classroom teacher. Presents a model for introducing such themes into school curricula and uses the works of Thoreau, Brautigan, and Dr. Seuss as examples. (Author/CW)

The nature of engineering is examined along with the nature of expertise. School knowledge and out-of-school knowledge are compared. Suggested are four strategies for the development of engineering expertise including problem-based instruction, cognitive apprenticeship, reflective practicum, and cooperative learning. (YP)

Describes a course entitled "Biotechnology Laboratory" which introduces a variety of laboratory methods associated with biotechnology. Describes the history, content, and seven experiments of the course. The seven experiments are selected from microbiology and molecular biology, kinetics and fermentation, and downstream…