Three reports are presented including "Do Practical Subjects Encourage Understanding of Science?"; "What Is an Anti-Racist Atom?"; and "Taking the Plunge with Role Play. Departmental In-Service Using SATIS Materials." (CW)

Reported is a profile of nonmajor instruction determined through a nationwide survey of college and university professors who teach introductory courses to non-science majors. The purpose of the survey was to identify the critical issues and problems that exist related to this population of students. (KR)

Discusses issues related to the equivalence of examination results in an integrated exchange course between the United Kingdom and West Germany. A table illustrating credits awarded for the course of study in both institutions is presented. (YP)

Argues that individual teacher's conceptions of disciplinary knowledge are reflected in the curricula but that institutional factors also influence the curriculum presented to students. Discusses constructivist epistemology and employs qualitative research to interpret teachers' conceptions in a case study of three biology teachers. Suggests…

Describes a mouse skeleton reconstruction activity from owl pellets. Gives information about the materials, directions for students, and a five-day unit schedule. Provides some owl pellet sources. (YP)

Presents information in brief on changing priorities in science education. Cites three categories of aims for science, traits of underachievers, and the processes of science. Includes reflections on the Salter's GCSE Scheme of Assessment, the integration of science and drama, and a historical perspective of practical work in school science. (RT)

Reviewed is the use of computer-assisted instruction in college science laboratories. Examples of computer interfacing are discussed. (CW)

Discussed are similarities between college courses described as exemplary by the Society of College Science Teachers. Various strategies used to teach problem solving based on a three-stage model are highlighted. The process of identification of exemplary programs is discussed. (CW)

Presented are the highlights and an analysis of The Neal Report on undergraduate science education. Included are an overview of the report and discussions and recommendations on laboratories; curriculum; industry/academic coupling; centers for instructional research and development; faculty exchange; teaching internships; and undergraduate women,…

Discussed is the concept of global education as it relates to scientific literacy and science/technology/society education. The use of science as a model for global education is proposed. Included are suggestions for including global education in science curricula and teacher education. (CW)

Describes a study to evaluate the effect of the Energy Education Curriculum Program as perceived by elementary and secondary classroom teachers. Results indicate that energy education is taught in schools when materials and information are made available to the classroom teacher. (RT)

Outlines procedures for helping students develop and clarify their understanding of science terms and concepts. Explains the semantic feature analysis strategy, concept ladder, concept-relationship procedure, semantic mapping, and use of the word card as ways to teach reading in science. (RT)

Described is a study which was conducted as an exploratory assessment of science reviewers' perceptions for the future of science education. Arrives at interpretations for identified categories of computers and high technology, science curriculum, teacher education, training, certification, standards, teaching methods, and materials. (RT)

Describes five basic concepts, such as displacement, velocity, momentum, force, and moment of force. Discusses an experimental model to improve the intuitive understanding of acceleration in a straight line and a non-linear situation. (YP)

Argues that there are five domains of science education: knowing and understanding, exploring and discovering, imagining and creating, feeling and valuing, using and applying, and not just the two domains of content and process which many people view as being science. (RT)