Discussed are significant female contributors to scientific discovery. Fields of inquiry include astronomy, geology, meteorology, physics, chemistry, public health and home economics. The importance of appropriate role models for female students in science as teachers and scientists is stressed. (CS)

Cites examples of instances where foresight and/or restraint were not used in development and implementation of technological advances. Discusses the role of man as trustee for human beings and organisms now living, for the quality of life for future living organisms, and for the inanimate environment. (CS)

Describes the procedures for election to memberships in the National Academy of Sciences. Included are the names of the 60 new members elected to the academy this year. (SL)

Describes a project that enables students to emulate a scientist in the classroom setting through collaboration on research projects, use of research literature, and communication with scientific peers. Student groups focus on investigations of the cellular and molecular aspects of a disease. (DDR)

Japanese (n=94) and U.S. (n=340) aerospace scientists/engineers described time spent communicating information, collaborative writing, importance of technical communication courses, and the use of libraries, computer networks, and technical reports. Japanese respondents had greater language fluency; U.S. respondents spent more time with…

States that, although information technologies may foster new modes of teaching and learning, they also demand new forms of interaction among scientists, teachers, and technology/software developers for which there are few systemic incentives and a largely incomplete theoretical foundation. (Author/DKM)

Examines the purpose of scientific teaching, proposes a model for an interdisciplinary approach that can be applied in teaching and in real life, and provides guidelines that can be used in teaching as well as in concrete situations. Contains 46 references. (DDR)

Problems arising from the "willful innocence" of researchers about the implications of their work for society are discussed. It is argued that it is the obligation of scholars to help keep science from being misused, by opening collaboration between scientist and nonscientist and by creating in the academy a real home for the changing models of…

Summarizes the conceptual development of the notion of force historically and suggests appropriate analogies, limiting case analyses, thought experiments, and imagistic representations that can be used in high school physics classrooms. (DDR)

Explains the benefits of multicultural education and presents some practical suggestions for incorporating the diverse history of science into the classroom. Lists scientists from groups traditionally underrepresented in science. (JRH)

Describes the development of a revised Scientific Attitude Inventory (SAI II). Reports on a field test of the revised instrument. Concludes that the revised instrument is a significant improvement over the original. Appendix includes position statements and corresponding attitude statements. Contains 21 references. (Author/JRH)

Investigates students' (N=736) conceptions of inertia and compares these conceptions with historical changes in the concept. Findings indicate considerable similarities as well as dissimilarities between students' conceptions and the views of past scientists. Contains 31 references. (Author/JRH)

Investigates a group of women scientists' understanding of themselves and science. Uses a mixture of conventional qualitative research methods and techniques developed for use in psychotherapy. Discusses contradictory results to some of the assumptions on which past work on girls and science education is based. Explores implications of these…

Focuses on criminalistics, which can be understood to mean the activities and specialty areas characteristic of most municipal, county, or state forensic science laboratories in the United States. (DDR)

Comments on Fensham's (2002) suggestion that 'societal experts' are better situated than academic scientists to decide what knowledge is worth having. Suggests that Fensham's proposal lacks the educo-politics needed to counter the customary devious educo-politics expected from those who support the status quo, particularly some academic…