Focuses on the main naturally occurring ways in which compounds of carbon, nitrogen, and sulphur enter or leave the atmosphere. (Author/SA)

Tells how science books can provide children with a chance to learn the methods of science and how to use them. (HOD)

Describes the gravitational lens effect and the chance of observing it. The use of stars, galaxies, or quasars is recommended for alignment with an intervening lens mass. (Author/SA)

Discussed is the present concept of the ultimate nature of matter--the elementary particle. An explanation is given for why the lepton family of particles--the electron, muon, and tau--may be truly elementary. The tau lepton is described in more detail. (Author/DS)

Argument exists as to the degree that education fits the criteria of a science. The scientific method cannot be applied to education since it has not developed a consistent set of concepts and theories as demonstrated within the natural sciences. (JN)

This article developed from a survey of the five most popular biology texts which promote the theory of invariant homeostasis rather than biological rhythms. The popular fad of "birthdate biorhythms" is discussed in relation to providing education on biological rhythms and its legitimacy to the public. (SA)

The author traces occurrences in his life which contributed to his changing from Judaism to Humanism. Traces the Humanist Movement from 1927 to 1961 when the Supreme Court ruled that Humanism is legal equally to theistic religions. Journal availability: see SO 507 190. (KC)

Provides a brief guide to the physics of underwater sound. (SL)

Discusses changes in education over the past 50 years and how curriculum and textbooks are affected by these changes. Identifies milestones in the history of education. (Contains 14 references.) (Author/YDS)

Modifies the "What's in a Bag?" activity to effectively and engagingly demonstrate the nature of science. Describes each step of the activity and lists necessary materials. Shows students that, like scientists, their scientific models change as more data are gathered and incorporated into what is already known. (NB)

Suggests that Kuhn's and Lakatos' schemes for the philosophy of science have been pervasive metaphors for conceptual change approaches to the learning and teaching of science, and have been used both implicitly and explicitly to provide an organizing framework and justification matrix for those perspectives. Describes four alternative perspectives…

Examines the role played by metaphor in supporting and conditioning thinking about theoretical models of learning in science education. With special reference to von Glasersfeld's theory of radical constructivism, suggests that much of the controversy appearing in the academic discussion of this theory stems from the injudicious use of metaphors…

Uses the metaphor of a three-legged stool and how each leg serves as a specific function to describe the balance in science teaching, especially for elementary-level students. (YDS)

The concept of paraphyly is defined and its importance in the teaching of evolution and taxonomy is discussed. Examples are included to illustrate this concept. A list of 14 references is provided. (CW)