Describes the thoughts of a secondary science teacher faced with the dilemmas experienced while teaching an environmental science class (n=15). Some of the dilemmas identified were the following: (1) curriculum control and intellectual engagement; and (2) conflict confidence and successful discourse management. An implication of the work is that…

Reports on data gathered to determine the quantitative course requirements of undergraduate programs in various life science fields. (ZWH)

Describes a program designed by an elementary teacher and a biochemist to enhance student understanding of science. Although the effort is appreciated, many voice their concerns regarding the development of curriculum in this manner. (ZWH)

A 10-year review of the effect that an alternative curriculum design has had on the medical student preferred learning styles and academic achievements is presented. The most important similarities and differences that have been found are discussed. (KR)

A checklist is provided as a tool for an informal overview of the environmental education programs found in schools. The checklist includes the topics of administration, instructional activities, and the school system. Guidelines for development and use of environmental education materials, programs, and activities are also provided. (KR)

Presents a method of teaching science that employs two kinds of graphic organizers of information, the matrix and the branch-out strategies. Argues that these methods are particularly relevant for slower learners. Provides graphic examples. (HB)

Describes a course, "History and Philosophy of Science for Science Teachers," at the University of New South Wales which focuses on the seventeenth-century scientific revolution and the nineteenth-century Darwinian revolution. The object is to provide background knowledge and promote an interest in the subject. (SM)

Describes the subjects taken by pupils who took part in the 1984 Assessment of Performance Unit Age 15 Science Survey in Great Britain. Reports that the most common subjects, in descending order of frequency, were English, mathematics, geography, history, art, French, physics, biology, and chemistry. Gives detailed accounts of the science and…

Discussed are the results of a survey of 92 chemical engineering departments in the United States. Semester hours, curricular area distribution including basic courses and electives, and staffing data are summarized and discussed. (CW)

Discusses the following questions for science faculty: What do we teach? How do we teach? How do we evaluate or assess what we teach? (PR)

Describes a study to determine which action potential concepts are found in high school biology textbooks, find out how these concepts are presented, and identify misconceptions about the concepts. (PR)

This paper recommends a role for the history of science in democratic science education, suggesting a dialogical mode of science instruction that captures what John Dewey considered most crucial to democracy--completely open communication. (SM)

Presents a design for constructing a colorimeter as an alternative to the more expensive spectrophotometer. The materials cost less than $25.00. (PR)

Argues that biology teaching at its best is characterized by students acquiring scientific, creative, and critical-reasoning skills. Advocates the use of case studies as an alternative approach to investigative laboratories. Contains 23 references. (DDR)

Cites the shortcomings of the traditional educational experiences of chemists. Focuses on their training in engineering and concludes that training is lacking in the areas of mass balances in flow processes, heat balances, reactors, separation processes, and scaleup. (DDR)