Reported is a description of a course for high school students, designed to be a model for meeting needs in science education for the remainder of the twentieth century. (Author/SA)

Detailed are the origins, development, and implementation of the Crustal Evolution Education Project (CEEP). This group has produced, for use in earth science and other classes in grades 8-10, a series of instructional modules based on current scientific research in the composition, history, and processes of the earth's crust. (BT)

Outlines a strategy for the teaching of science in developing countries that breaks investigations down into individual processes, some of which do not require an apparatus. Outlines some difficulties that science teachers in developing countries face. Contains 22 references. (DDR)

Responds to a position paper by Paul DeHart Hurd on the cultural roots of the focus on a science, technology, and society (STS) context for science teaching. Argues that implementation of STS education does not appear to be widespread, thus refuting Hurd's claim. (DDR)

Describes a trend in science teaching marked by shifts in philosophies and practices and by a search for science content that draws from the experiences of a culturally diverse student population. (DDR)

Provides background information and detailed procedures for a lab involving pennies that enables students to discover information on scientific methodology, experimental design, and the determination of density. Contains 26 references. (DDR)

Presents the topic of linking the presence of life on Earth with the chemical evolution of the universe as a whole. The approach involves examining issues related to the biochemical unity of living matter and the chemical evolution of the galaxy. (DDR)

Describes how high school biology teachers can use the Global Learning and Observations to Benefit the Environment (GLOBE) program protocols and data in their classrooms. Includes background information on plant phenology, an overview of GLOBE phenology protocols and materials, and implications for protocols with both deciduous trees and grasses…

Presents interviews with scientists and policy analysts about reasons for scientific disagreement on climate change and whether action is needed immediately. (Contains 19 references.) (DDR)

Presents the results of a qualitative study designed to discover people's knowledge, opinions, and feelings about climate change. Recommends some educational strategies based on the results of the study. (DDR)

Discusses the philosophical underpinnings of Canadian adventure education and offers a description of outdoor adventure education in Canada. (Contains 20 references.) (DDR)

Science lessons are often too strongly content-driven and focus exclusively on scientific knowledge. Discusses how students fail to see the relevance of science and often do not see the connection of science to either everyday life or the future. (Contains 26 references.) (DDR)

Explored are the following dimensions of scientific literacy: the ethos of modern science and the cumulative achievements of science and technology in the history of the United States and in the nature of contemporary society. Also discussed is the reform movement in science education. (KR)

Trends in the educational system for students age 16 to 19 are presented. The situation in the United Kingdom is stressed. Changes and improvements in the educational system are suggested. (CW)

Discussed are the needs and objectives that should be evolving in biology education to meet the needs of modern students. Stressed are the principles of curriculum integration, relevance, cultural fitness, and adaptation. Directions for educational reform are described. (CW)