Continues a discussion of philosophical issues and problems related to realism and instrumentalism (SE531658), focusing on implications for science curriculum/instruction. Proposes a view of science and scientific theory suitable for school science. (Author/JN)

Reviews various aspects of the Occupational Health and Safety (OH&S) Program at Metropolitan State College, Denver, including the historical development of the program, its curriculum, continuing education courses, and resources for the OH&S Program. (CS)

Describes an approach to quantum mechanics exploiting the periodic structure of the elements as a foundation for the quantum theory of matter. Indicates that a quantum chemistry course can be developed using this approach. (SK)

Discusses whether chemistry should be taught using a purely descriptive approach or using the current "principles" approach. Considers what sort of background should be provided given the uses students are most apt to make of their general chemistry training. (SK)

Reviews and lists introductory- to advanced-level modules (units of written materials to support a one-hour lecture on a specific topic) for materials science and engineering. Modules are available with free photocopy reproduction rights through the "Journal of Education Modules in Materials Science and Engineering." (JN)

Describes the case of the American Civil Liberties Union (ACLU) versus the state of Arkansas concerning this state's law requiring equal time for the teaching of creationism and evolution. ACLU contends this law violates the separation of church and state clause of the First Amendment. (DS)

The goal was to gain information concerning the appropriateness of each of 70 selected laboratory teaching competencies for inclusion in science teacher education programs and the extent to which students had developed such competencies. Approximately 85 percent of the competency items were viewed as appropriate for beginning science teachers. (MP)

Presents comments on the balanced instruction of scientific and theological theories (evolution vs creationism), including problems with balanced instruction, position of the National Association of Biology Teachers, and the distinction between science and religion. (DS)

Reviews identified learning problems dealing with stoichiometric calculations. Suggests solutions to these problems along with consequences for the curriculum. Includes remarks from a mathematics teacher concerning these problems. (DS)

Examines how research of philosophers of science may be useful to science education researchers and curriculum developers in the development of descriptions of science content related to classification schemes. Provides examples of concept analysis of two igneous rock classification schemes. (DS)

Discusses a one-semester course on recovering fossil fuels and minerals from underground formations. Includes course outline and information of its major divisions: (1) Geological Background; (2) Flow, Transport, and Interfacial Phenomena in Porous Media; and (3) Description of Underground Processes. (SK)

The significance of the inclusion of subject matter pertaining to science, technology, and society (STS) in the science curriculum is examined and discussed. (PB)

An analogy between electron transfer reactions of the elements and those of organic molecules is offered. Examples of organic electron transfer reactions are presented. The rationale of constructing an organic chemists' periodic table is also discussed. (HM)

A physics teacher describes the learning environment of an independent day school in Oklahoma. Emphasis is directed towards the science and mathematics curriculum and the teacher's responsibilities in teaching and advising the young people. (SA)

Presents a discussion of the types of unit used in the various Technical Education Council Programs, and the consultation procedures with industry which are required for unit development. (Author/SA)