Explains the movements of the changing science curriculum starting from 1893. Provides recommendations from the National Education Associations (NEA) on restructuring the curriculum. Discusses required reform movements in teacher education programs for a major curriculum reform. First published in 1994. (YDS)

Presents advice for preparing a portfolio to document science teaching performance. Includes lesson plans for a teacher education portfolio assignment and a description of useful portfolio components. (WRM)

Presents a holistic model of science curriculum which utilizes the student's science interest as a starting point. (SL)

Contains discussion of student freedom, contingency contracting, testing and evaluation practices, the influence of the cognitive level of instruction, and some teacher classroom behaviors that potentially influence student attitudes toward science. (Author/CP)

Discusses the use of student-generated performance rubrics as a substitute for traditional teacher-generated three-part performance objectives. Gives three examples. (MKR)

Proposes a design for a life science curriculum following the National Research Council National Science Education Standards. The overarching theme is that science as inquiry should be recognized as a basic and controlling principle in the ultimate organization and experiences in students' science education. Six-week units include Matter, Energy,…

The Standards for Teachers of Science address the preparation, provisional practice, continued practice, and support that teachers will need to ensure that students are prepared for life and to be lifelong learners. The background of educational reform, vision behind the Standards, goals for science teachers, and suggestions for sustaining…

Identifies 11 trends that operate against science education. Each is described in detail and no attempt is made to rank order them. Author stresses that these trends can be changed and that alternatives do exist. (MA)

Briefly traces the history of science curriculum development in the United States. Explains learning contracts and mastery learning as two techniques for humanizing science instruction. Summarizes the main objectives for science teaching, the rationales, and the claims that must be satisfied. (GS)

Discussed is the preparation of a lesson plan. The lesson objectives, prerequisite concepts, materials and preparation, lesson, and quizzes are described. The evaluation criteria of the lesson plan is suggested. Provided is an example of lesson plan on guard cells. (YP)

Discusses reasons for the failure of the post-Sputnik science curricula and offers criteria for selecting relevant curriculum content, suggesting that these curricula focus on problem-solving. Lists seven problem areas (technological, environmental, empirical, historical, aesthetic, philosophical, and futuristic) with recommended topics for each…

This is the text of a presentation at a meeting of the Hoosier Association of Science Teachers. Recommendations are given for planning science in the elementary and secondary school to satisfy the Comprehensive Assessment and Program Planning System (CAPPS) mandate in Indiana. (SA)

Reviews various factors of articulation within and between middle and secondary schools and suggests three approaches to solve articulation problems: (1) early and frequent evaluation; (2) establishing a positive social climate; and (3) extending science content using, for example, an interdisciplinary approach. (SK)

Discusses the six program standards of the national science education standards: program consistency; embedded content, inquiry, and connections; resources; equitable and excellent science programs for all; science integrated with mathematics; and communities of learners. (MKR)

Reports on one rigorous evaluation and search for desired components of a science methods course at a large state university. Student evaluations of assignments are used to rate them for effectiveness. Provides a model for other instructors interested in course evaluation. (LZ)