Presents a chronological history of selected objectives for teaching biology in the high school of the United States during the period of 1918-1972. Analyses show (1) knowledge; (2) process; and (3) attitude and interest as the most important categories of objectives for secondary school biology teaching. (HM)

Reports on a study investigating changes in the relative emphasis given to different stated science aims during the period 1932-1974. (SL)

Reviews and assesses major crisis conditions in science education. Cites specific findings from key status studies and reports. Proposes that goals be reassessed and that successes in science teaching be measured in terms of such goals. (ML)

Presents a discussion justifying science education in the current era of vocationalism. (SL)

Author questions the idea that there are issues or points of conflict between science education and environmental education, presents some proposed characteristics of desirable environmental education programs, and suggests ways in which science education can contribute to the goals of environmental education. (PEB)

Presents an interpretation of relevance as the author thinks it should be applied to science education. (GS)

Pleads that authors distinguish between process" as an end of science instruction (knowledge about how scientists work), and process" as a means of instruction (students investigating, measuring, observing, reading, etc., in the manner of scientists). (AL)

Considers elements of instructional theory that pertain to activities that occur before the teacher confronts the student, deals with in-class performance, and presents a communications model to illustrate the interconnected parts of the instructional system. (GS)

Lists objectives for a scientifically literate citizenry and major knowledge components of a definition of scientific literacy. (MLH)

Describes improvements and extensions made to a battery of the five attitude scales for science teaching to form a seven-scale Test of Science-Related Attitudes (TOSRA). (GA)

Examines the purpose and functions of policies of science education. New aims and goals for an ecological society, derived by using the fundamental units of ecological study: organisms, environment, populations, community, and the encompassing concept of ecosystem, are discussed. (HM)

Elaborates on the components of five domains of a taxonomy for science educators' concerns for teaching and curriculum development: information, process, creativity, attitude, and applications domain. (YP)