Addresses the power held by persons who construct curricula, teach, and do research from a frame of reference that includes definite purposes for and theories about science education. Suggests the purpose of science education as a discipline is to improve existing procedures and establish new and verified procedures for teaching science.…

Reviews Solar Energy Education Project (SEEP), a set of 10 curriculum guides emphasizing process skills as well as content for grades K-9. Solar concepts are taught almost exclusively through process activities and, although developed in Australia, the curriculum is easily adaptable to American classrooms. (Author/JN)

Highlights general papers presented at the Seventh Biennial Conference on Chemical Education (Stillwater, Oklahoma 1982). Topics focused on suggested changes to improve chemistry instruction/curriculum, chemistry of synfuels, science/manufacturing in low-earth orbit, status of chemical education, chemical education history, and history of…

Laboratory exercises from five chemistry curricula were examined to determine organization (integration of laboratory work with other parts of a course) and tasks required of students (assessed in terms of inquiry skills and behaviors required for the laboratory work). Implications and suggestions for instruction are included. (Author/JN)

Focusing on Judge William R. Overton's decision that Arkansas Law 590 (balanced treatment of creationism/evolution) is unconstitutional, explains the legal significance of some of the apparently nonlegal elements of the judge's opinion and discusses features of the strategies employed in the litigation of such issues. (Author/JN)

Discusses salient characteristics of scientific enterprise including laws (natural regularities), explanation and prediction, testability, confirmation, and falsifiability, tentativeness, and professional integrity. Argues that "creation-science" lacks each of these essential characteristics. (JN)

Examines "creation-science" under First Amendment's Establishment Clause, focusing on whether creationist claims were developed through scientific discourse or prepared to advance religious conclusions. Considers whether religious criteria govern selection/organization/interpretation of data and if body of information is intended to encourage…

Discusses various legal and scientific issues related to the McLean v. Arkansas 590 (balanced treatment of creationism/evolution), including nature of "creation-science," responses from scientists and lawyers, focus of the plaintiff's case (anticreationism), nature of science, and one example illustrating creationist tendency to use…

Presents and analyzes a bill modeled after Arkansas 590 (balanced treatment of creationism/evolution). Cites wording from the original bill and modifications in the new bill. Indicates that most of the substantial differences are found in the "Definitions" section. (JN)

Reports on the Balanced Treatment for Creation-Science and Evolution-Science Act requiring that "creation science" and evolution receive "balanced treatment" in classroom lectures, textbooks, library materials used, science and humanities, and other educational materials or programs in Louisiana public schools. (JN)

Outlines the general revision of university studies which has occurred in Finland since the late 1960s. Physiology training in five universities is described, the future development of teaching in physiology and related subjects is discussed, and the contribution of physiology to postgraduate education and training is reviewed. (CS)

Discusses: (1) the nature of science; (2) Ausubel's learning theory and its application to introductory science; and (3) mathematics and physics instruction. Outlines a checklist approach to Certificate of Extended Education (CSE) practical assessment in biology. (JN)

Argues that naturalistic research is appropriate for studying science education. Stages of naturalistic research are explained and illustrated with material from NSF-sponsored Case Studies in Science Education. Problems in traditional research methods are presented as justification for inductive models or models based on multiple methods,…

Considers an aspect of children's thinking and learning: the set of beliefs or expectations they hold about the way natural phenomena occur and how they affect the sense pupils make of experiences we give them in science classes. Implications for instruction are addressed. (Author/SK)

Highlights findings of assessment studies indicating importance of emphasizing science/society theme in science/social studies curricula. Suggests linking learning experiences in science/social studies by discussing public issues related to science and fostering decision-making as a way of thinking about public issues and policies. (Author/JN)