Offers three reasons to teach science to nonscientists--curiosity, technological bewilderment, and technological necessity, and offers some ideas on how courses addressed to these ideas ought to be taught. (PR)

Summarizes current information on the cell for the following topics: mitochondria from the male, moving cells, the cell cycle, the kinetics of kinetechore, nuclear structure, and sorting and secretion. (PR)

Presents an activity to determine the identity of animals that owls ingest. Students dissect and examine the contents of "owl pellets" which are the indigestible parts of animals that are regurgitated after eating. Provides instructions for implementing and extending the activity. (MDH)

Describes the set up, organization, structure, and evaluation of an interdisciplinary course on science, technology, and needs of society. (PR)

Explains the importance of discussing women scientists in science instruction. Describes the life and work of Rachel Carson (1907-64), Annie Cannon (1863-1941), Estelle Ramey (1913-), and Chien Shiung Wu (1912-). (PR)

Reviews research on children's ideas about floating and sinking. Describes the Model-Assisted Reasoning in Science (MARS) project curriculum and student responses to a question about helium balloons. Contains 61 references. (DDR)

Presents an activity that explores the factors affecting the rate of a chemical reaction. Contains information for the instructor such as details about the chemistry of the reaction, answers to student questions, and sources of additional information and related activities. (DDR)

Reports on research that aimed to establish whether patterns of students' reactions to and achievement on physics assessment tasks were associated with the format of the task and the absence or presence of real-world contexts in the tasks. Contains 21 references. (DDR)

Describes a mobile aquatic education facility in British Columbia that engages students in programs involving live marine and freshwater creatures. (DDR)

Cites three incidents of cargo being lost at sea. Discusses ocean currents and directs students in an activity to explore what happens to the floating debris from lost containers. (DDR)

Compares and contrasts the views of two people with interests in science education. Provides a stark and insightful contrast of the roles of scientists and engineers in precollege science education. Recommends that action be taken in addition to speeches made about the issue. (DDR)

Reviews the history of the acquisition and refinement of the chemical arts in the context of the use of metals by humans, the academic-industry connection in chemical education, curriculum history in chemistry, and the state of the chemistry teaching and learning environment. Contains 20 references. (DDR)

Details the use of the game Yahtzee with modified rules to help students understand the extreme improbability of obtaining complex structures by chance in the process of evolution. Includes a discussion of probability calculations. (DDR)

Focuses on the need for the scientific and education communities to examine their ethical practices to try to determine how to transmit an awareness of ethical values to students. (DDR)

Employs the concepts of taboos and noas to investigate the perceptions of science teachers of controversial topics and curriculum infusion. Describes and analyzes teachers' (n=5) Science-Technology-Society (STS) classroom practices after an STS inservice experience. Teachers' coverage of controversial STS topics appears related to perceptions of…