Presents the results of a survey of geologists from academic institutions, industry, and government agencies concerning the proper graduate training of environmental geologists. Results show master's level programs should include training in both advanced geological concepts and consultative skills. (DS)

Describes "Biology of Mankind," a first-year biology course offered at the University of New South Wales in which biological principles are taught in the context of the evolution of man in relation to his environment. Outlined are aims, course content, and course evaluation methods. (CS)

Analyzed are the deficiencies of a traditional freshman course in chemistry, including (1) chemistry model usage, (2) inadequate discrimination between related but different basic concepts, and (3) methods for teaching elementary ideas. Described is an approach used to resolve these problems. (CS)

Presents three reports: a description for an upper-level course in protein chemistry; a technique for generating many unique unknowns for the determination of molecular weight by viscosity; and an analogy for quantization of energy levels in which molecules are considered as books in a library. (CS)

Details results of an 18-month project aimed at assessing the common practices, problems, and areas of difficulty faced by teachers and administrators in the instruction of elementary science. It is viewed as the most in-depth study in elementary science education ever undertaken in North Carolina. (MP)

An emeritus professor of science education presents his perceptions of critical issues in science education. (PB)

Describes an introductory zoology course which includes: (1) lectures organized on the basis of taxonomic relationships; (2) out-of-class reading assignments from nontraditional sources such as magazines; (3) laboratories for microscope analysis and dissection; and (4) a separate self-paced laboratory. (DS)

Describes a course for general education students focusing on current topics in science, titled pseudoscience. Includes the course's goals, objectives, problems, instructional methods, and results of student performance. (DS)

Outlined is a philosophy course designed for science and engineering students taught at Purdue University. The course focuses on technology and human values. Includes the rationale, general organization, required books, reading list, evaluation, lecture topics, and suggested essay topics. (DC)

Discusses the beliefs of creationists, why such beliefs are properly part of religion rather than science, and how parents, teachers, and schools are attempting to maintain the integrity of science and science teaching. (JM)

Because creationism is not experimental, research-based, or accepted by scientific experts, it is not truly scientific and does not deserve equal time in science classes; yet, like all religious beliefs, it deserves tolerance and respect. (JM)

Addresses both the issues raised by the recent trial in Sacramento (California), "Scopes II," which pitted evolution against scientific creationism, and the questions that stem from the trial's failure to address those issues. (Author/WD)

Relates the impressions of science education gained by a physics professor visiting the People's Republic of China. Observations from two universities in Beijing and Wuhan provide information regarding departmental organization, general teacher preparation, preuniversity education, science teacher preparation, specific physics departments, applied…

Presented is a review of the professional literature concerning the value of science education for mildly retarded students. (CS)

Describes a two-semester physics course developed at the University of Alberta, Canada to present the development of some of the major theories in physics and their interaction with the prevailing cultures, religions, and philosophies. (HM)