Author argues that constructivism is flawed because of its inability to come to grips with the essential issues of culture, power, and discourse in the classroom. Presents an account of a sociocultural approach to teaching based on the notions that learning is situated in contexts, students have their own cultural perspectives, and classroom…

Describes a high school biology course that utilizes the science-technology-society approach. The course developed from research findings that high school students are interested in learning about themselves--mainly their bodies. Evaluation of the program revealed that it was successful in accomplishing learning objectives. (PR)

Authors discuss "the scientific method" and assert that laboratory scientists ask questions but seldom state formal hypotheses to be answered by controlled experiments. Authors suggest that experimental results should not be viewed as fact, and students should not be required to memorize the steps of the scientific method. (PR)

Provides both a rationale and framework for Earth systems education and a description of the early development of the Program for Leadership in Earth Systems Education (PLESE). Presents the seven basic understandings that form the conceptual basis for the PLESE program. (five references) (MCO)

Authors describe a biology course for nonmajors that appealed to student interests while retaining content integrity. The other philosophical foundations of the course were to increase student involvement and to conduct at least half of the laboratory aspect of the course at field-based locations. Details of transportation considerations,…

Uses Dictyostelium discoideum to aid in introducing cell differentiation to students. Students engage in a laboratory exercise that allows them to investigate the means by which embryonic cells choose developmental pathways. (ZWH)

Offers an author's understanding of investigative research and shows how it can be accomplished in a one-semester, nonmajors, first-year biology course. (ZWH)

Addresses the urgency of the need to incorporate a global perspective and account for the reality of constant and rapid change when revising the science and math curricula. (ZWH)

Discusses a study designed to obtain information about the activities of the coordinators (teachers with subject expertise) in regard to both initial teacher training and inservice education and training for science coordination. (ZWH)

Seniors often determine their college major based on academic strengths or interests in either the sciences or humanities. To judge the usefulness of rapid advances in our technological society, students need to gain a better understanding of all subjects. A program is described which is designed to help close the gap between those who study…

A curriculum assessment instrument designed to determine how well curriculum materials reflect the accepted goals of environmental education is presented. The instrument is divided into the following goals: ecological foundations, issues and values, investigation and evaluation, environmental action, and teaching methods and practices. Directions…

The Science Mentor Program at Ruffing Montessori School East allows students to visit scientists at work. These visits, along with readings, classes, and essay assignments, help students gain a better understanding of the work of scientists and the conduct of scientific research. (MDM)

An egg incubation project for students with severe visual impairments is described as an integrated curriculum project. Tactual aids were used to illustrate stages of fetal development. Objectives and activities including a farm visit, cooking, related arts, writing projects, and literature are described. (PB)

A project to develop science curricula for high-ability learners in grades K-8 reviewed curriculum materials and developed criteria for assessing curriculum materials, science concept papers, a scope and sequence model, and exemplary curriculum units. The curriculum centered on the role of students as investigators. Implications of the project are…

Argues that, to make nonscientist students scientifically literate, they need to know the process by which science works, the so-called scientific method. (PR)