In this article we studied how community educators' designed for equity in an after school science program. Building from discussions of equity in out-of-school-time (OST) science, this case study offers insight into the role of pedagogy in organizing for dignity and belonging in an after school program. This case study focused on the practices of…

The Maker Movement has taken the educational field by storm due to its perceived potential as a driver of creativity, excitement, and innovation (Honey & Kanter, [Honey, M., 2013]; Martinez & Stager, [Martin, L., 2013]). Making is promoted as advancing entrepreneurship, developing science, technology, engineering, and mathematics (STEM)…

Few, if any, studies have examined the impact of nature of science (NOS) instruction on science teachers' practices 2 or more years after completing a science teacher education program. Extant studies on preservice and first-year teachers' NOS teaching practices have had disappointing results, with few teachers valuing NOS as a cognitive objective…

Describes cost effective teacher institute programs developed at the University of Houston-Clear Lake, focusing on components of the Shared Local Resources Model (primary source speakers, curriculum implementation, field trips, and curriculum development teams). Evaluation of institutes indicates that they have been successful. (JN)

Compares elementary school science curricula in Japan, Thailand, the Republic of Korea and the Philippines. Tables summarize data for some of these countries concerning general characteristics of the curricular design, general objectives of elementary and secondary science curricula, teaching units covered, and hierarchy of process skills. (CS)

Indicates that Master's degree programs have remained rather stable during the 1960-80 period. Over one-half the course requirements in these programs are in science content areas. Courses in science education comprise under a quarter of courses in programs, followed in importance by general courses in curriculum/instruction. (Author/JN)

Explains changes in programs, policies, and procedures in the Science Education Directorate. Considers administration, effects of reorganization of institutional support and curriculum development programs (including changes in peer/staff review procedures), and new administration's conception of its mission, relationship to groups making demands…

The premise of this report is that only the science-technology-society (STS) effort offers the potential for meeting the challenge of science for a general education. Presents the goals of STS issue-based instruction. (PR)

Discusses problems reflecting the crisis in education, presenting general approaches for resolving the problems. Also discusses the California Earthquake Education Project (CALEEP), a program which provides education of current concern (including personal emergency preparedness) to the public. CALEEP activities are successful due to many social,…

Curriculum planning, even in a developed country, is not without problems. Curriculum planners in developing countries are faced with dilemmas at almost every level of decision making. The revision of the Malaysian physics curriculum is detailed in this article. (PB)

Describes the operation of TESTS (A Test Exchange for Service Teachers of Science) which searches out, solicits, reviews, and catalogs test materials. Organization of existing nonpublished instruments is described. Implications are made for future test development in science education. (CS)

Describes the adaptation process involved in modifying the outdoor biology instructional strategies (OBIS) project to the local environment and educational system in Israel. (HM)