Provides the syllabus for a course which examines the role of creative thinking with the scientific method and the interrelationship of science and society. (CP)

Politics and science have become too much entangled in the controversy over creationism and the teaching of evolution in the public schools. Political opinion is irrelevant when the scientific principles underlying a particular issue are being discussed. (MSE)

The literature on problems of inservice teacher education in general, and science inservice teacher education in particular, is synthesized, problems identified, and suggestions generated from the findings. These may also be generalized to mathematics teachers. (MNS)

Discusses survey results which focused on changes in service club members' perception of the science curriculum. Responses indicated an increase in the acceptance of the Project Synthesis goals between the years 1982 and 1984. (ML)

Presents a rationale for the new Soviet biology curriculum. Explains guidelines for teaching methodology. Describes in some detail the goals and tasks for students in the new Soviet biology curriculum for grades six through eleven. (RKM)

Argues that universities are failing to prepare students for responsible citizenship in a world being rapidly changed by biotechnology. Calls for bringing together biology and the social sciences in more core courses. (TW)

Described is the teaching of technology in British secondary schools. Some of the types of technology courses are described and issues and trends related to the teaching of technology are considered. (RH)

There is a place for the discovery model in science education, but it should not be the exclusive instructional model. Reception and discovery learning should be used. In reception, scientific concepts are sequentially transmitted to the learner followed by clarification and reinforcement. Reception has not been supported by teacher training…

Describes an experiment to identify lactose and estimate the concentration of lactose in a sample of milk. Gives a background of the investigation. Details the experimental method, results and calculations. Discusses the implications of the experiment to students. Suggests further experiments using the same technique used in…

Reviews some of the more important components in the curriculum development process that have evolved over 30 years at the Biological Sciences Curriculum Study. Outlines the process involved in the revision and restructuring of the tenth-grade biology curriculum. Includes references. (MD)

Proposes a science-oriented general education core, stressing the importance of serious scientific study in understanding contemporary human existence. Describes the four courses comprising the core, which use the evolutionary process as the unifying concept for the study of physics, astronomy, geology, chemistry, biology, anthropology,…

Various elements of the Japanese educational system are discussed, including educational reform, the university system, the primary and secondary system (students, disabled, teachers, humanizing the educational environment), immediate reform objectives, vocational-technical schools, science center for youth, females in Japan, and industry in…

Provides a brief analysis of the nature of science teaching and curriculum development in science in Africa during the past two decades. Also suggests possible future directions. Included is a table listing several African curriculum projects with related general principles fostered and materials used. (JN)

Case study and survey evidence is presented which shows that many Nigerians view science mainly as a body of knowledge imported by the white man. The concept of "African science" is explained and related to an emerging consciousness which, it is hoped, will influence the nature and quality of science instruction in Nigeria. (JDH)

Two individuals who hold university and industry appointments were asked to respond to questions on various issues related to science curriculum and instruction in Great Britain. Their responses to these questions are presented. Issues examined include 0-/A-level testing and the use of erroneous science reports in the media. (JN)