Explains how an understanding of evolution's heuristic, or explanatory, advantage can inform today's evolution/creationism debates. (WRM)

Criticizes the account of observation given by Alan Chalmers in "What Is This Thing Called Science?" and provides an alternative based on direct realist approaches to perception. Contains 15 references. (Author/WRM)

Supports the need for study of the foundational concepts of nursing. Evaluates nursing teachers' experiences in implementing a foundations unit, showing that it raised conceptual awareness and helped students link theory and practice. (SK)

Explains why teachers addressing the nature of science should know the work of Michael Polanyi. Outlines Polanyi's intellectual career and examines his ideas on the education of scientists, research, and knowledge. Polanyi presaged Kuhn, Feyerabend, and the constructivists, yet insisted that science produces true knowledge about reality. (Contains…

Reports on an ethnographic study of a molecular biology research laboratory called Sally's Lab. Portrays the social and cultural construction of a scientific community by studying the daily practices of the lab members and interpreting these observations. Concludes that there is not one set of experiences that pertain to all members within a given…

Lists references that focus on the empirical research related to the nature of science as an educational goal along with a few influential philosophical works. The list proves useful to educators and scholars in other fields interested in the nature of science and how understanding can be realized as a goal of science instruction. (Author/SAH)

Focuses on two of the principal issues for science curriculum developers who wish to introduce the history and philosophy of science into science teaching along with the justification for and the placement of historical materials within teachers' work schemes. Proposes a new model for inclusion of such material that directly addresses children's…

Undergraduate students do not always make a clear distinction between physics and mathematics, particularly early in their studies. Offers a simple historical example and show how it can be used to illustrate some of the important differences and relationships between the two. (Author/SAH)

Delineates the factors mediating the translation of preservice teachers' conceptions of the nature of science into instructional planning and classroom practice. Assesses the influence of temporally separating teaching preservice teachers about the nature of science and teaching them how to address it instructionally. (Contains 42 references.)…

Describes the courses in a study program called History of Physics for physics student teachers at Oldenburg University in Germany, some of which are modified from the ordinary physics curriculum with an emphasis on history and philosophy of science. Presents some examples of student achievements and points out the educational relevance. (ASK)

Examined 3- to 5-year olds' justifications for conformity to physical laws and social rules. Found that children's justifications for social rule conformity involved consequences and permission/obligation, and for physical laws involved physical limitations or impossibility. Older preschoolers, but not 3-year olds, appreciated that social…

Ethical issues concerning pain and suffering of animals are necessarily a consideration in killing pest or feral species in Australia, but ethical issues are reduced to a secondary consideration and appear to be at odds with scientific agendas. Suggests that a greater understanding of various perspectives on the subject of environmental ethics may…

Examines some key characteristics of science under the headings of elimination of the personal, demarcation from ethics, and denial of reflexivity. Relates these characteristics to an instrumental criterion of knowing which is pervasive in science. Suggests that there are severe limits to the introduction of a more personal, interpretative, and…

Updates and extends an article on "Wonder in Science Education" published in 1994. Earlier dimensions identified - wondering 'at' and 'about' - have had wondering 'whether' added. Argues that a new range of questions is brought into the frame by this addition which include basic aspects of values and science. (Author/MM)

Discusses issues regarding evolution instruction in public schools and focuses on misconceptions such as the use of the word "belief", lack of evidence for theories of evolution, and the belief that teaching evolution as fact is proselytizing students. Presents teaching approaches to the topic of evolution. (Contains 33 references.) (YDS)