This document contains the papers presented at the Redesign in Science Education (RISE) Conference. Papers include: (1) "A Model Development Concept (MDC) for Education: A Framework for Change" (C. K. Barsky, K. G. Wilson, and B. Daviss); (2) "Teaching Science Everyday" (K. L. Scott); (3) "Science Teacher Licensure…

Science teachers need to be teachers of reading since the act of being able to read and comprehend is necessary in problem solving. There should be a variety of learning opportunities in ongoing lessons and units of study, and reading subject matter is one important facet of achieving. This paper offers several learning strategies that student…

Presents an overview of preschool science education as it has developed over the past decade, and examines some of the promising signs and problem areas in this field. Aims to provide teachers, researchers, and program planners with ideas that can be utilized in science program development at the preschool level. (JR)

Examines the characteristics of the first generation of secondary science curricula reforms that emerged in the 1950's (such as PSSC) and the second generation of reforms that appeared in the following decade (such as Harvard Project Physics). The strengths and weaknesses of these two generations of science curricula are compared. (JR)

Describes an audiotutorial program in Biological Science offered to non-science majors at Western Michigan University and reports the results of an evaluative investigation relating to this program. (JR)

Reports the results of a study to determine the extent and content of courses in biological literature offered to graduate students in American universities. (JR)

Attempts to identify common assumptions which underlie introductory courses in organic chemistry, and relates these to some learning difficulties experienced by students. (Author/JR)

Argues for an increased emphasis on teaching the history of science in secondary school science courses. A greater understanding of the nature of the scientific enterprise in the past should make students more aware of the interrelationships of science and society. (JR)

Discusses the content and structure of the secondary school science program "Time, Space and Matter," and responds to an earlier criticism of the program published in this journal. (JR)

Reports the results of a study conducted in Virginia to gather information concerning the background of earth science teachers, opinions of these teachers regarding earth science education, and information regarding curriculum and materials for earth science education. (JR)

Advocates the use of minicourses in teaching secondary school science. Topics are suggested and methods for structuring minicourses are discussed. (JR)

A report on the development and use of self-instruction materials within a project which attempted to consider new methods of education in terms of cost-effectiveness, teacher accountability and learner-based self-instruction. (Author)

Discusses the nature of environmental education and identifies five major themes common to most environmental teaching materials. Advocates the need for a unifying theme in environmental education, and suggests that the discipline should be conceptualized around a model of decision-making.'' (JR)