Provides rationale, purpose, and content of environmental education degree programs at Tufts University including courses of study for undergraduate majors, graduate offerings, community outreach activities, and foreign exchange programs. Contact information is also included. (JJK)

The California Foundation for Agriculture in the Classroom supports efforts to integrate agricultural education into K-12 science curriculum. Thirteen pilot agriculture/science units have been developed. (SK)

Science educators are encouraged to avoid the temptation to select just one view of science and construct science programs around its inevitable prejudices. Author suggests that education departments should emphasize philosophy and the history of science. (15 references) (PR)

Describes the development and use of a survey instrument designed to make available information regarding the perceptions that teachers have as to the appropriate content areas in biotechnology for a high school biology curriculum and the instructional methods that would best convey this information. (ZWH)

Outlines four levels of biological literacy for high school and college students: nominal, functional, structural, and multidimensional. Also describes characteristics of students at each level and suggests teaching strategies to promote the continued development of biological literacy beyond the nominal and functional levels. (ZWH)

Describes the development and implementation of an investigative laboratory for nonmajor undergraduate science students. (ZWH)

Provides the results of a project completed by the Educational Affairs Committee of the American Society for Biochemistry and Molecular Biology. The goal of committee members was to collect and tabulate information necessary to outline a "typical curriculum" for biochemistry and molecular biology. (ZWH)

Some misconceptions about the roles of action and problem solving in environmental education are examined. It is argued that the use of the term problem solving exaggerates the abilities of environmental educators and students. The implications of establishing problem solving as a goal of environmental education are discussed. (KR)

Suggests using general system theory as a unifying theoretical framework for science and technology education for all. Five reasons are articulated: the multidisciplinary nature of systems theory, the ability to engage complexity, the capacity to describe system dynamics, the ability to represent the relationship between microlevel and…

Defines inquiry and inquiry-based instruction. Indicates the importance of inquiry in science education. (YDS)

Argues that physics education reform has been focused on classroom-based innovation rather than on the more political and institutional conditions required for long-lasting change. Stresses that reformers should pay attention to exogenous variables that get in the way of real reform. (Author/CCM)

The realization that teaching demands more than a sharing of information and testing for recall springs from an ever-increasing understanding of intelligence as modifiable, multiple, and multifaceted. Basic assumptions are that traditional methods are inadequate for some students; teaching is a strategic act of engagement; and changing one's…

Discusses how evolution and natural selection should be taught in the classroom. Presents a study investigating the effects of a nontraditional curriculum including creation stories on student attitudes toward evolution. Reports that a curriculum with creation stories is more effective in fostering scientific views about evolution. (Contains 22…

Explores the nature and type of evidence employed by participants in an issue of public concern. Examines how the different types of evidence were brought to bear on a socio-scientific issue involving environmental regulatory policy and the implications of this for school science curricula. (Contains 33 references.) (Author/YDS)

Defines the changes in the nature of biology during the past 50 years and relates biology to science education. Argues that biology curriculum should focus on human beings and the realities of life and living. (YDS)