Reviewed are the contributions of Gerald Spellman Craig to the field of elementary school science. Included are Craig's viewpoints on criteria to be used in selecting natural science objectives, examples of general and specific objectives that fit each of the criteria, and his ideas about content, its organization, and sequencing. (CS)

Discusses the history of American science and science education, with particular emphasis on the development of scientific inquiry and experimentation. Focuses primarily on the activities of individuals in the 1800's, and the introduction of science into secondary schools and higher education institutions in the early 1900's. (TW)

Aims to clarify the relationship between science education and the science-technology-society (STS) theme and to develop a justification for the inclusion of the STS theme. Examines the current debate over definitions in science education, and provides an historical perspective of science education's purpose as a social institution. (TW)

Described is the biography of Paul DeHart Hurd as a science educator. Included are anecdotes from his high school story, through studying and teaching experiences, through professional careers, to present activities. Appended is his bibliography of publications, monographs, books, and papers. (YP)

Described is physics education in Australia at the secondary level. Its origins based on British traditions and the influence of American thought and practice on its development are discussed. Implications for the future are examined. (YP)

The fifth in a series of innovators in the teaching of elementary school science, this essay outlines the contributions of Florence Billig (1890-1967). (CS)

This bibliographic survey contains a review of the history of science education in secondary schools in England and Wales during the twentieth century. Included are discussions of elementary school curriculum, nature study movement, biology, general science movement, scientific education for girls, teaching methods, examinations, textbooks,…

Briefly reviewed is the historical development of working class science education. These current issues are discussed and sources indicated for investigating them: working class cultural, intellectual and educational traditions in science; elementary education; the rise of technical education; the separation of technical, secondary, and elementary…

Reviews the main stages of the evolution of biology teaching in Africa. Discusses the UNESCO pilot project, the teaching aids produced for English- and French-speaking countries of Africa, and the "Teacher's Guide on the Biology of Human Populations" and projects needs for further assistance. (CS)

Outlines the social and cultural background, education, and scientific contributions of Percy Lavon Julian, an African American natural product chemist. Presents and analyzes traits and abilities relevant to his growth, development, and survival and some of his thoughts on the nature of science, the relationship between science and the humanities,…

Introduces the Golden Age of Hungarian science and highlights the educational achievements of Hungarians. Traces the contributions of Hungarian scientists to the progress of science. (JRH)

Traces the evolution of physics research methods in Finland from passive observations to planned experiments. Presents examples of planned experiments designed to solve particular problems with the goal of establishing a theory of the phenomenon under study. Contains 16 references. (JRH)

Examines the rise of the general science course and its implications for the reform of secondary science education. Concludes that while recent reforms emphasize the personal and social character of science and the use of the scientific method, they will not necessarily make students more scientifically literate or train them to think about…

Presents the outlines of a constructive view of the cultural significance of the sciences. The article considers the following topics: (1) the sciences; (2) ethics; (3) the arts; (4) considerations on the sciences, ethics, and the arts as a whole; and (5) the claims of religion. Contains 279 references. (ZWH)

Argues that science teaching has suffered because science has been frequently presented as ready-made knowledge with subject matter of facts and laws, rather than as an effective method of inquiry into any subject matter. Reprint of 1910 address to the 1909 American Association for the Advancement of Science annual conference. (JRH)