Presents a preliminary position paper drafted by the National Science Teachers Association Committee on Teaching Science to Urban Youth. Addresses the question of how inner-city youth can be helped to grasp the spirit of science and its meaning for their lives as individuals and community members. (JR)

Presents a portion of the results of a nationwide study of high school students' perceptions of their teachers and schools. Demonstrates that students can be insightful and articulate about science teachers and science classes, and that from selected student perceptions important implications can be drawn for instruction in science classes. (JR)

Discusses the importance of teaching environmental chemistry in secondary school science classes, and outlines five examples of environmental chemistry problems that focus on major concepts of chemistry and have critical implications for human survival and well-being. (JR)

Discusses the problem of solid waste disposal in the United States, suggests ways in which solid wastes might be reduced, and proposes a number of related topics for student debate in classes or in science clubs. (JR)

Presents several models to describe the instructional approaches adopted by many teachers, and analyzes the roles of the teacher and students that seem to be implicit in each model. (JR)

Presents an example of a value clarification exercise developed for a unit on pollution. In this technique students are given or prepare a number of items to rate from desirable to undesirable, or from undesirable toward desirable. (JR)

Describes innovative ways in which substitute teachers have been used to free middle school science teachers during the day to attend inservice sessions. (JR)

Six women in science reflect on their own lives, comment on some of the most often asked career questions, and speak of the future as they see it. (Editor/JR)