Explains a modified approach to PSI physics courses, where group interaction takes place through problem solving sessions held on a regular basis, and which the students are required to attend. (GA)

This review is organized under these headings: aims of science education; the image of science; why a philosophy of science; the nature of scientific knowledge and the role of theory; scientific method; practice of science by the community of scientists; and the role of practical work. (JN)

The purpose of this science education document is to provide resources and advice for teachers, professional development personnel, and teacher educators to help them implement state standards in Oregon's schools. To move all students to these standards, educators must have an environment where several things occur: (a) all teachers are informed…

Using interesting interactive educational tasks increases student motivation in difficult subjects such as biology, physics, and chemistry and creates more effective science instruction. This paper presents a method for developing interactive educational tasks that make science subjects easy to understand. (Contains 10 references.) (YDS)

This book aims to show readers the results that can occur in secondary science classrooms when students' interest and curiosity about science are brought firmly to the center of the curriculum. In particular, the book demonstrates how girls can become more interested in learning science when such topics as pregnancy, childbirth, or sexism in…

The history of U.S. pedagogy involves episodes in which psychology and education have shared a common goal, specifically, to understand how children learn. Although the marriage between psychology and education has not always been a smooth one, in general, the effects produced by this union on education have been beneficial to children. Most…

Describes a college microbiology course in which traditional lectures were abandoned in favor of guided learning objectives and student initiative. A statistical analysis of the data indicates that student achievement on the nonlecture-plus-lab system was not so great as on the traditional lecture-plus-lab course. (JR)

Examines the major features and aims of the Nuffield science programs offered in British secondary schools and compares and contrasts these programs with science education in American schools. Suggests that British and American science teachers would mutually benefit by conversing and exchanging ideas. (JR)

Describes the methods used in a general-biology course at the College of Mount Saint Vincent and Manhattan College (Riverdale, New York) in which a problem solving approach is used in conjunction with the audiotutorial method of instruction. (JR)

Discusses advantages of incorporating descriptive chemistry into the high school curriculum and strategies to facilitate teaching both theoretical and descriptive chemical concepts. Also provides lists of chemistry goals for all students and more demanding goals in theoretical/quantitative aspects of chemistry for science-oriented students. (JN)

Describes a self-paced geology course utilizing a diversity of instructional techniques, including maps, models, samples, audio-visual materials, and a locally developed laboratory manual. Mechanical features are laboratory exercises, followed by unit quizzes; quizzes are repeated until the desired level of competence is attained. (Author/JN)

Describes a general chemistry course which encourages students to investigate the applications of chemical concepts to everyday situations. Commercially available products are analyzed and the accuracy of manufacturers' claims are evaluated. For example, students compare different aspirin brands, calculating percentage of active ingredients and…

Identifies seven strategies for changing the focus of the biology curriculum from the textbook only to a science and society orientation. Includes setting the course within a personal and societal context, adding to the school and course curricula, and using a variety of instructional materials and modes. (DC)

Describes personal experiences at the BioQUEST workshop titled "Approaches to Biology Education: Overcoming Social, Spatial, and Scheduling Constraints in Biology Education Reform." Describes activities and projects done at the workshop and discusses innovative curricula, flow charts, visualization, and case studies. Contains 12 references. (JRH)