Presents an outline of lectures given on this topic to British secondary students. Man's various ideas about the origin of life are included in three categories: those that consider life to have been created by a Divine Being; those that consider life to have developed from non-living matter; and those that consider life to be eternal. (MLH)

Suggests that the Friedel-Crafts reaction, used for synthesizing a wide range of aromatic compounds, is an ideal vehicle for extended senior high school project work in chemistry. Provides a theoretical discussion of the reaction, suggests a number of suitable investigations, and outlines the experimental details. (JR)

Discusses the use of student profiles in recording student progress related to science processes and skills, indicating that profile reporting is a fundamentally different way of describing and monitoring academic progress. Implications for the science curriculum are considered. (JN)

Discusses the concept of "science for all" as it has applied to curriculum reform movements in Great Britain. Enumerates areas in science education that are in need of improvement and outlines important aspects of a coherent science curriculum. Suggested are several implications for the learning and teaching of science. (CW)

Examines curriculum change from a historical perspective, focusing on forms of knowledge/ways of knowing. Discusses curriculum development in relation to sociology of knowledge, tracing history of change as science matured. Suggests that school science is a social construct, questioning the manipulative use and responsibility for scientifically…

Reexamines the traditional role of observation in science and science education. Proposes that since observation is based on some view of the world, it is not innocent and unbiased, but theory-dependent. Discusses possible implications for the science curriculum when reconsidering the role and status of observation in science. (TW)

Continues a discussion of philosophical issues and problems related to realism and instrumentalism (SE531658), focusing on implications for science curriculum/instruction. Proposes a view of science and scientific theory suitable for school science. (Author/JN)

Philosophical issues and problems related to two contrasting views on the relationship between the constantly changing world of scientific theory and the real physical world (realism and instrumentalism) are discussed. Both accounts have serious limitations when compared to the actual practice and history of science. (JN)