Explains why Catholics are free to believe in evolution and Catholic educators are free to teach evolution. Catholics do not take a fundamentalist approach to the interpretation of scripture. Argues that science and religion are compatible, and that religion has much to offer science in terms of moral issues. (NB)

Author discusses ways in which Catholic educators can incorporate science into religious education. Argues that science and religion both seek the truth, and therefore do not contradict each other. Offers suggestions for making connections between the two, and presents Internet resources for the educator. (Contains nine references and resources.)…

Examines the discursive and social practices of a teacher educator and eight beginning science teachers in a course on the nature of science and issues of equity and diversity. Focuses on beginning teachers' views of science and science teaching as well as the grounds they offered for their views. (Contains 104 references.) (Author/YDS)

Introduces epidemiology as a health science that is essential as a complement to the basic laboratory and clinical sciences in speech-language pathology and audiology. A definition of epidemiology is presented. Principles of epidemiology, including causal criteria, and concepts such as incidence, prevalence, and risk are discussed. (Author/CR)

Introduces a paleontology curriculum that focuses on the concepts of observation and inference, setting up an experiment, collecting data, and developing and testing a hypothesis. Features units such as Nature of Science, Paleontology of Florissant, and Evolution. (YDS)

Explores the research on argumentation in science education by focusing on two questions: (1) what should constitute argumentation?; and (2) what does research say about classroom conditions that promote, nurture, and sustain argumentation practices among students? Discusses possible barriers to argumentation and foundational frameworks and…

Discusses the use of systematic networks as a basis for the construction of a questionnaire on teachers' views of the philosophy of science. Describes issues of the scientific method, criteria of demarcation, patterns of scientific change, and the status of scientific knowledge from four philosophical positions. (Author/YP)

Describes three experiments with an air table to produce a centripetal force. Provides some diagrams and pictures of the apparatus. (YP)

Discusses the general construction of an air track. Describes three demonstrations including elastic collision, forced oscillators, and coupled oscillators. Provides a diagram and four pictures. Suggests how a similar exhibit could be constructed with a modest budget. (YP)

Answers the question about the crown effect of a liquid drop. Describes the concepts of surface tension, irregularities, and pinch effect. (YP)

Investigates the predictive ability of two sociological theories of group decision making, the social decision scheme and the valence distribution model. Reports that student beliefs at the end of the simulation deviated from group consensus and that the two models could not account for the deviation. (Author/YP)

Presents a mechanics problem illustrating that Newton's second law and the linear conservation of momentum principle must be used in an inertial reference frame. Provides an analysis of the problem. (YP)

Presents a lesson in the mechanics of rotation which deals with setting the playground swing into motion. Discusses the scientific principles involved in these procedures. Illustrations of several explanations are included. (RT)

Discussed are several topics on medical imaging including x-rays and Computer Assisted Tomography (CAT) scans, magnetic resonance imaging, fiber optics endoscopy, nuclear medicine and bone scans, positron-emission tomography, and ultrasound. The concepts of radiation dosage, electrocardiograms, and laser therapy are included. (YP)

Discusses the average speed differences between hydrogen and oxygen molecules contained in a jar. (YP)