Outlines an approach for interpreting the influence of social factors on the directions in which secondary school science curricula have developed and explores the influence of the institutional context of comprehensivization on emerging science curriculum in Great Britain in the 1960s. (Author/DS)

Discusses "integrated science" as an aspect of curriculum development, including its relationship to common culture and disciplinary knowledge and the problem of defining "scientific knowledge for all." (CS)

Reviews research examining the influence of facilities on science teaching. Concludes that facilities help to foster science teaching activities which involve students in a variety of stimulating activities, and that the physical environment affects study behavior. (CS)

Explores a range of links between chemistry and historical and sociological events and emphasizes that these links need to be given more attention in chemical education if the true cultural value of chemistry is to be recognized. (CS)

Reviews approximately 300 journal articles to point out fundamental problems resulting from the introduction of the quantity "amount of substance" and the use of the unit "mole." Proposals are made for the solution of these problems in the light of the IUPAC definition of the mole. (Author/CS)

Reports results of a study which investigated student teachers' competency to diagnose pupil's answers for possible misconceptions. Suggests that teacher-training programs include specific training activities designed to develop this desired diagnostic competence. (CS)

Describes the semantic network technique of Rumelhart and Norman and by Lindsay and Normal for subject matter content analysis and explores its application to genetics. (CS)

Reports results of a survey of postsecondary students that examines the main difficulties encountered in using elementary algebra in the sciences. (CS)

Describes the development of a series of audio-tutorial units for biological education at the junior high school level. Reports results of a comparative study between students using these units with students using a "normal" approach, based on the BSCS Yellow Version. (CS)

Proposes a model for attitude change that accounts for attitude stability in normal life, as well as the possibility of attitude change brought about experimentally, and which also attempts to account for the variable ease of attitude modification. (CS)

Provides data on science teacher supply and demand, indicating a shortage of teacher candidates preparing to enter the area of secondary school science. Data indicate that recruitment (particularly in the physical sciences) is down and the average number of science teachers is increasing. Data for mathematics teachers are also provided. (JN)

Discusses the basic issue between biology and the religious right, focusing on the strategies creationists use. Proposes formation of a symposium on the relationship between science, religious beliefs, and politics, outlining purposes of such a symposium and questions which might be addressed. (JN)

Suggests instructional strategies for biology teachers confronted with creationism in the classroom and ways of dealing with the literal view of the public regarding the Bible. Supporting documentation (such as Christian ideas supporting scientific spirit and inquiry and definitions of the earth) is included in appendices. (JN)

An historical perspective and emphasis on direct experiences are stressed in school science because, while they are the components most likely to be overlooked, they contribute to the development of pupils' scientific understanding. (Author/SK)

Argues for a decision-making-oriented science and technology curriculum for secondary school students which should: (1) expose students to open-ended problems within their natural setting; (2) provide students with real decision-making situations; and (3) involve students in scientific/technological social actions (in community institutions or…