This study is a part of a larger study that examined using socioscientific issues (SSI) as a form of effective science teaching. The purpose was to investigate how teaching a year-long curriculum using SSI affects science learning outcomes. In this report, we examine the effects of a SSI-driven curriculum on the development of students' moral…

Describes the secondary and college level courses in social biology taught in the early 1960s that first linked the human situation to basic biological principles and concepts. Provides a general description of the present status of social biology in England. (CS)

A behind-the-scenes look to help you be a more effective decision maker on science materials. (Editor)

Presents opinions regarding the development of integrated science curricula that provide an interaction between scientific education and social problems. Discusses philosophy regarding the relationship between education and the socioeconomic development in modern countries. (CS)

Traces the history of the British Social Hygiene Council and relates the Council's aims in education to the development of Social Biology courses in England at the primary, secondary, and college levels. (CS)

Discusses the implementation of the "Science in Society" project into Oxfordshire schools. The place of the course in sixth form schools, teacher attitudes about the course, local school initiatives, ways of overcoming problems in teaching the course, and other topics are addressed. (JN)

Presented at the annual meeting of the National Association for Research in Science Teaching (NARST) in April, 1972, in Chicago, this study substantiated the feasibility of teaching science via a socio-historical approach utilizing selected concepts related to the social and historical development of science and selected concepts related to atomic…

Examines the changing demands facing science teachers in Australia with the introduction of new curricula and an increasing emphasis on social relevance in science teaching. (JR)

Discusses the areas of science education in need of revision, based upon societal implications of the scientific enterprise and the interactions of science with society, culture, and human values. (JK)

Avi Hofstein and Robert E. Yager recently published "Societal Issues as Organizers for Science Education in the 80's" (EJ 273 207). Objections to their thesis are discussed indicating, among others, that their suggestions would be counterproductive to their stated goals and open to dangerous manipulation by anti-scientific factions and social…

Offers a defense of societal issues as organizers for school science programs in response to criticisms of this thesis discussed in SE 534 649. Indicates that there appears to be no evidence that using nontraditional topics as organizers will make science more subject to manipulation and perversion. (JN)

It is noted science education is in a major period of transition, largely because of major problems facing society today. The feeling expressed is that science teaching designed to respond to societal demands of the 1960's is inappropriate for the demands of the 1980's. Possible directions for new programs are discussed. (MP)

Deals with how secondary schools in the United Kingdom ought to be concerned not only with teaching the science of nuclear processes but also with: (1) the technologies associated with power generation from the processes, and (2) the possible social effects of such technologies. (SK)

Reported is a description of a course for high school students, designed to be a model for meeting needs in science education for the remainder of the twentieth century. (Author/SA)

Originally prepared for the Science Council of Canada, this document presents a rationale and general framework for a science and society curriculum for Canadian students. Pointing out ways in which citizens are scientifically illiterate, it argues that science education must address social issues and prepare individuals to make social and…