Provides information for the development of a lesson which teaches students about sand, discusses facts about sands, sand studies, life in the sands, and sand activities. Includes diagrams showing the range in sand grain shape, formation of sand ripples, and sand samples from around the world. (RT)

Described is the situation in the field of continuing engineering education (CEE) in Europe, especially the European Society for Engineering Education and Helsinki University of Technology. The need and structure of the Professional Development degree is introduced. (Author/YP)

Evaluates five courseware packages covering the topics of Newton's laws and seven courseware packages for work, energy, momentum, and conservation laws. Discusses the price, sub-topics, program type, interaction, time, calculus required, graphics, and comments of each courseware. Selects some packages based on the criteria. (YP)

Addresses some of the problems confronting curriculum writers who seek to interface Science-Technology-Society (STS) units into science. Describes an urban school program which has STS as a component and has been successful in keeping at-risk students motivated and achieving in attendance. (RT)

States that the responsibility for bringing outdoor education themes into the reading of literature lies with the outdoor educator and not the classroom teacher. Presents a model for introducing such themes into school curricula and uses the works of Thoreau, Brautigan, and Dr. Seuss as examples. (Author/CW)

The nature of engineering is examined along with the nature of expertise. School knowledge and out-of-school knowledge are compared. Suggested are four strategies for the development of engineering expertise including problem-based instruction, cognitive apprenticeship, reflective practicum, and cooperative learning. (YP)

Describes a course entitled "Biotechnology Laboratory" which introduces a variety of laboratory methods associated with biotechnology. Describes the history, content, and seven experiments of the course. The seven experiments are selected from microbiology and molecular biology, kinetics and fermentation, and downstream…

Reports on the findings from the House of Commons Education Committee's Inquiry into Science and Technology at Key Stages two and three. Discusses background, views of Key Stages two and three, pupil motivation, curriculum, and recommendations. (JRH)

Examines the public's lack of understanding and interest in science. Places much of the blame on the perception of science as a dense yet pristine discipline divorced from everyday concerns. Criticizes the concept of science as independent of social construction and argues for instruction emphasizing relationships between science and society. (MJP)

Notes that traditional early childhood science programs have attempted to facilitate children's understanding of the physical or natural world. Suggests another view: that children are developing scientific thinking processes or learning strategies in the personal and social domains, and that this should be seen as part of science program in early…

Investigated the problems chemistry majors have with learning distillation concepts in traditional chemistry laboratory courses. Reports that students take the generalized concepts at face value, construct decontextualized concepts for distillation, and cannot interpret their observations or make reasoned decisions based on the theoretical…

Explains some dimensions of scientific literacy and introduces a framework for contemporary reform. Describes some aspects of the National Science Education Standards including its advocacy for equal access to science education. (19 references) (JRH)

Provides an overview of physics teaching in Canada. Responds to questions involving the curriculum, efforts to promote gender equity, teaching methods, high school physics teachers, physics teaching organizations, and educational trends. (27 references) (MDH)

Describes a teaching assistant (TA) training program to improve quality of a college physics course. Presents the goals and structures of the physics course and the TA training program. Describes the formative evaluation procedure and its role in developing the training model. Concludes that students in the physics class valued the recitation and…

Compares the chemistry textbooks used in China's elite schools with those used in other levels. Comparisons indicate that the textbooks differ only in the quantity of material required. (MDH)