Provides an account of the instruction of university-level introductory physics courses using a framework characterized by curiosity-driven inquiry in science and science teaching. Describes the role of the instructor as providing students with the incentive to learn science through their pursuit of personally meaningful questions. Contains 25…

Provides author comments in response to the papers of Professors Lederman and Ohlsson in "Science and Education," Vol. 4, No. 4, 1995. These papers were in response to the paper "On the Nature of Scientific Thought" ("Science and Education," Vol. 4, No. 1). Includes 19 references. (DDR)

Examines two areas of contention that exist within modern science curricula. One arises in trying to present the structure of a modern scientific theory, the other is encountered in attempting to include scientific methodology within the curriculum. Argues that the difficulty in reconciling these tensions has been underestimated. (DDR)

Addresses the problem of the compatibility of science and religion, and its bearing on science and religious education, challenges the popular view that science and religion are compatible or complementary. Discusses differences at the doctrinal, metaphysical, methodological, and attitudinal levels. Argues that religious education should be kept…

Challenges the claims made by Mahner and Bunge that science and religion are incompatible and that a religious education hinders the development of a scientific cast of mind. Presents a philosophically superior way of viewing the relation between science and religion which can have a humane influence upon how both science and religion are taught.…

Challenges the claim made by Mahner and Bunge that science and religion are incompatible. Proposes an alternative way of looking at religion that acknowledges the presence of constructive tensions rather than incompatibilities between science and religion. Concludes with a proposed set of criteria to be used in critical reflection on faiths,…

Critiques Mahner and Bunge's disjunction between the religious convictions and the scientific work of scientists. Discusses the historical background and the current positive interaction between science and theology. (Author/JRH)

Comments on Mahner and Bunge's claims that science and religion are incompatible and that religious education hinders the development of a scientific frame of mind. Argues that religious education can be conducted such that it broadens students' horizons and introduces them to some of the available stances for living from which they can make…

Challenges Mahner and Bunge's claim about a historical endemic conflict between science and religion. Argues that an awareness of different types of knowledge enables a fuller perspective in which science, religion, art, music, and human values are all compatible. Discusses ways in which science education and religious education can be taught to…

Challenges Mahner and Bunge's proposal for handling the issue of religion in a modern educational curriculum by teaching scientific treatments in terms of disciplines such as anthropology and psychology. Proposes a dialog-based alternative whereby representatives of religious, spiritual, and nonspiritual positions are invited to present and defend…

Replies to a number of criticisms by Tom Settle, Hugh Lacey, Michael Poole, Brian Woolnough, John Wren-Lewis, and Harold Turner in a series of comments on the authors' paper entitled "Is Religious Education Compatible with Science Education?" Offers counterarguments and clarifies certain misunderstandings to show that these criticisms fail to…

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)

Describes an approach to physics education based on the actual practice of physics research. Uses case studies from history, philosophy, and sociology of science and analysis of original papers, scientific debates, and institutional settings to offer a view of physics closer to the actual scientists' activities and in tune with contemporary…

Addresses the need for organizing a science curriculum around contextual settings and science stories that serve to involve and motivate students. Outlines a proposed program of activities in terms of a sequence of theoretical and empirical activities that involve contextual settings, science stories, large context problems, thematic teaching, and…

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)