Interdisciplinary courses are needed to illuminate the meaningful relationship of science to other subjects. Discusses the nature of the geology curriculum and how it is interdisciplinary by nature. Contains 19 references. (DDR)

Presents the results of a study on preservice teachers' conceptions of an environmental scientist at work. The teachers (N=65) were participants in a two-week project that focused on integrating environmental science research into the science curriculum. (DDR)

Discusses the benefits of having students do research with other students and having teachers do research with other teachers. Recommends connecting topics for the investigative process with issues from students' real life experiences. (DDR)

Reports on changes in the perceptions of science classes and science study of elementary, middle, and high school students in Iowa following Science-Technology-Society (STS) instruction for one semester. Results indicate that students develop positive perceptions about science classes and science in general following STS instruction. Contains 27…

Proposes that those who supervise and train science teachers can be better guided by collecting and evaluating data on preservice teachers' changing attitudes toward teaching practices in a hands-on science classroom. Provides an assessment of preservice teachers' attitudes toward selected teaching strategies before and after a field experience.…

Presents an argument for sequence in teaching science at the high school level. Proposes that adopting a revised sequence is a realistic change that can integrate and reinforce each of the sciences and go a long way toward more science with greater understanding to a broader range of students. (ASK)

Argues that the regulated approach to schooling needs to be replaced by one that is more highly responsive and adaptable to changing circumstances and requirements. States that traditional structures and organizational arrangements inhibit the growth of scientific knowledge skills. Contains 20 references. (DDR)

Discusses ways of developing proposal-writing skills that include discussing ideas with program officers, serving on review panels, seeking suggestions from people who have received grants, and working through the process of rewriting a rejected proposal. Provides some basic principles of writing winning proposals. (DDR)

Reports the results of a study on teacher use of community resources to provide background for program development. Focuses on the Hanford Education Consortium in Washington. Discusses the implications that the results of the study have for the ongoing design of a program for sharing community expertise with schools. (DDR)

Explains the multitasking approach to instruction and how it fits to a diverse student population. Focuses on one such program for high school science students in North Carolina. Demonstrates how grouping is an integral part of this approach. (DDR)

Positions the science program in such a way that it becomes vulnerable to positive and effective changes thereby allowing needed reform to occur. Suggests a lack of effective inservice and preservice preparation of science teachers and proposes the science supervisor as being instrumental in bringing about change in the science program at the…

Discusses what a science supervisor from Texas would like to see more of in future issues of this journal. (KHR)

Discusses areas of agreement among science education reformers and addresses fundamental problems if real reform is to emerge. Suggests the science-technology-society (STS) approach for improving the teaching and learning of science. (KHR)

Discusses the usefulness of in-depth reviews and the problem with reviews of science textbooks for science teachers and supervisors. (KHR)

Describes a National Science Foundation (NSF)-funded project in which hands-on science became the predominant mode of instruction in a school district. Explores the effectiveness of the program and its implications for the future and the science supervisor. (KHR)