Describes an interdisciplinary course on physics and history. The major goal of the course is to examine and compare history and physics in order to illuminate the implicit assumptions underlying the two disciplines. (MLH)

A format for a small-group teaching session is described that could be modified for any subject in a medical curriculum. The technique discussed uses subgroups and a simple recording chart that have been successful in teaching microbiology to medical students. (LBH)

Describes a study in which secondary students (N=32) were interviewed to determine their understanding of the nature of scientific knowledge. Presents some of the strengths and weaknesses of these views and provides cross-cultural comparisons. (DDR)

Supports the notion that the goals of majors and nonmajors are different when taking science courses and that the main goal for nonmajors is scientific literacy. Presents theory and practical guidelines of one approach toward motivating nonmajors to learn science. (DDR)

Provides details of an advanced cell biology course that has as its overall design the critical reading and examination of primary literature. Contains guidelines to assist students in critical reading. (DDR)

Presents a new approach to an older demonstration involving the reaction of sodium with water. Materials list, procedures, and a discussion of hazard and disposal considerations are included. (DDR)

Describes laboratory techniques designed to familiarize students with meiosis and how microscopic preparations of meiosis are made. These techniques require the use of fresh or fixed flowers. Contains 18 references. (DDR)

Describes a year-long, schoolwide project that brings the ocean environment into the classroom and develops cross-disciplinary understandings for students. Presents details of the physical environment within the school, the history of the project, and the rationale and advantages. (DDR)

Reports on a study that used high school students to test the assumptions of the multiple hypothesis theory posited by Lawson to explain the essence of scientific reasoning. Contains 19 references. (DDR)

Examines the interest level of Chilean students in physics and technology in light of unacceptable performance levels in these areas. Relevant thermodynamics problems applicable to students' daily lives generated more interest. Discusses the importance of presentation to student acceptance of the curriculum. (AIM)

A study of secondary teachers before and after introduction or the Northern Ireland Curriculum (1989-1995) found some improved continuity between primary and secondary science. However, few teachers had taken account of children's earlier experiences in planning secondary science programs. (SK)

Details the four-year consensus-building process in the United States on what students should understand and be able to do in science after 13 years of schooling. The product of this process is a document known as the National Science Education Standards. (DDR)

Describes a seventh-grade science course that is based on the phenology of the seasons, uses the outdoors on a regular basis, and uses reference books and field guides. (DDR)

Presents a modification of a procedure for making and launching hot air balloons made out of garbage bags. Student instructions for balloon construction, launching instructions, and scale diagrams are included. (DDR)

Provides technical information about digital photography including cost, quality, and applications in classrooms. Recommends that digital cameras be used for student classroom presentations and record keeping. (DDR)