The author makes a case for keeping sensitivity and intuitive approaches in the science classroom. The importance of emotional connections with other organisms, considered a critical part of enriched, effective scientific thinking, is emphasized. Female and male learning styles are described. (KR)

Examines participation in science competitions to determine (1) whether gender differences in participation exist, and (2) whether there are gender differences in the subject areas selected (biological versus physical sciences). North Carolina student participation data were used for the years 1987-88. Gender differences in science competitions…

Explores the use of narrative as a vehicle for sharing, communicating, and understanding personal experience. Argues that the narrative is a useful form of expression that is too often neglected in science education. Through stories students may begin to more successfully see the subtle dimensions of science and understand the ways in which…

Presents two activities for introducing the topic of carbon dioxide: (1) Investigating Some Properties of Carbon Dioxide and (2) Building a Carbon Dioxide Generator. (PR)

The outline for a unit on the chemistry of fitness and nutrition is presented. Topics discussed include the organic basis of life, functional groups, kitchen experiments, micronutrients, energetics, fitness vs. fatness, current topics, and evaluation. This unit reviews the basic concepts of chemical bonding, acid-base chemistry, stoichiometry, and…

An activity in which students research the effectiveness of recycling is presented. Students compare the types and amount of litter both before and after recycling is implemented. Directions for the activity and a sample data sheet are included. (KR)

The dominant position science education has been granted in Britain's National Curriculum is challenged. It is argued that, far from increasing the need to know science, developments in technology actually reduce the need. It is suggested that efforts to direct school science education toward broader environmental issues are doomed to failure. (KR)

Presented are classroom activities in which students explore the potential use of magnetic levitation for transportation purposes. The advantages of using a MagLev transportation system instead of conventional trains are discussed. Directions for designing and building a MagLev track and circuit are provided. (KR)

A definition of scientific literacy is proposed based on a person's ability to "use" science, not "do" science. Reasons why it is important to be scientifically literate are included. The kinds of knowledge educational institutions are equipped to impart and the kind of knowledge the citizen needs are discussed. (KR)

Discussed is the Scope, Sequence, and Coordination science curriculum in which students study a combination of biology, chemistry, physics, and earth/space science over a six-year period. The implementation of this curriculum in various schools is described. (KR)

The assumptions common to all capture-recapture models for estimating population size are reviewed. A simulation using either a playing board, counters, and dice or computers is described. Classroom implications of using the board game are discussed. (KR)

Examined are two aspects of science education--the nature of science and curriculum reform. Contemporary views on the tentative nature of science and a generative model of learning are synthesized. (KR)

Presents two techniques involving simple and inexpensive demonstrations: (1) explains how pressure inside cells gives them mechanical strength, and (2) shows how water can be pulled up stems. Both can be adapted to suit a variety of levels of instruction. (PR)

Describes the use of role playing and skits for instruction in protein synthesis. (PR)

Provides background information on DNA fingerprinting, and describes exercises for introducing general biology students at the high school or college level to the methodology and applications of DNA fingerprinting. (PR)