It is time to start a complete re-structuring of the high school science sequence: new content, new instructional materials, new laboratories, new assessment tools, and new teacher preparation. This white paper initiates re-structuring by proposing organization, pedagogy, and content for a new sequence of science courses. The proposal respects the…

This paper addresses the effects of the controversies involved in one state's decision to exclude the study of evolution from its science curriculum and to require equal time for creationism as an alternative theory. Curricula and textbooks are examined for the impacts of evolutionary and creationist controversies. The controversy is discussed…

This manuscript describes the role of chemistry as a vehicle for understanding many other basic sciences and engineering based on the experience acquired in the General Chemistry course at the "Center Technical-Scientific" at the Pontific Catholic University of Rio de Janeiro (CTC-PUC-Rio). A description of the history of the General…

This teacher's guide was developed to assist teachers in the use of multimedia resources for the Public Broadcasting System (PBS) program, "Evolution." Each unit uses an inquiry-based approach to meet the National Science Education Standards. Units include: (1) "What is the Nature of Science?"; (2) "Who Was Charles Darwin?"; (3) "What is the…

Discusses the Nuffield Science Project and contrasts its philosophy with traditional science instruction in Britain. Describes aspects of the chemistry curriculum which reflect the aims of the Project, and outlines some radical changes that have taken place in examinations in science. (JR)

Reports and discusses the findings of a pilot study concerned with the diffusion, adoption, and implementation of the Nuffield A-Level Biological Science Project. (JR)

Reports the findings of a study which investigated problems associated with the adoption of the Nuffield Combined Science Project by middle schools in Britain. (JR)

Reports the results of a study relating to the objectives that teachers deem most important in elementary school science. Elementary teachers of Victoria (Australia) and Britain hold similar opinions about elementary science objectives, valuing especially the abilities to observe, solve problems, classify data, and communicate ideas. (JR)

Discussed is a science-appreciation course based on goals and performance objectives such as having the student appreciate the concepts of science and the men who put these concepts into readable and understandable terms. (DF)

Discusses the development of a course designed to interest the average high school student. It is socially oriented in its approach to science and has been employed, in both the United States and Israel, for nonscience students. (DF)

Discusses briefly some features of the Australian Science Education Project, ASEP, and experiences of teachers and students with these materials. Implications of this program are identified in terms of cost, time, classroom management, teacher education, and evaluation. (PS)

A special course should be developed to emphasize the scientist's role in society, and to make science students more responsive to society's needs. Existing courses of history and philosophy of science generally fall short of meeting these objectives. (PS)

Preliminary evaluation report describes two distinct portions of the unit Pushes and Pulls'' in Australian Science Education Project materials. The first portion of the unit is highly structured and the second completely devoid of structure. A detailed description of content analysis technique used is included. (PS)