Reviews use of the celestrial sphere and planisphere to teach variations in the observed motions of the sun and stars. (SL)

Describes a driving condition simulator which measures reaction time. (SL)

Reviews using the cloze procedure for evaluating the readability of science textbooks. (SL)

Reviews problems associated with the science education of less able and low motivated students. (SL)

Reviews the use of hand held calculators as an alternative to computer assisted instruction at the secondary level in chemistry classes. (SL)

Reports the results of a questionnaire sent to 194 teachers. Questions included percentage of teachers using specified genetics topics in the classrooms and responses of the teachers to sixteen value-laden statements. Results indicate a need to refocus science teaching to emphasize the interface between biology and society. (MA)

Examination of six approved biology textbooks indicates that not all the texts deal adequately with bioethical issues. A table of 25 bioethical issues and the pages on which they are discussed in each textbook is given. Suggests that scientific literacy includes the ability to apply science to relevant life situations. (MA)

Reports a workshop designed to encourage and motivate female science students, to create an awareness of the contributions women are making and can make to science and technology, and to encourage workshop participants to view themselves as potential professional women. Remarks on the three keynote speakers are included. (Author/MA)

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)

Contains 26 statements about science education that summarize the author's address at the 8th Annual Hoosier Association of Science Teachers, Inc. Convention. Topics include declining enrollments, average age of science teachers, and wait time. (MA)

Notes an increased level of interest in the history and philosophy of science by science teachers of all levels. Points to the affective outcomes which the efforts may produce. (CP)

Surveys the interest in teaching chemistry by retracing its historical development. Head science teachers in 75 secondary schools were surveyed as to their opinions concerning this methodology. Results indicated a lack of articulation with other curricula, and less than adequate teacher background and instructional materials. (CP)

Illustrates that a view of the nature of science is dependent upon underlying assumptions concerning scientific proof. Compares the inductive view of science with the non-inductive viewpoint of Karl Popper. (CP)

Suggests that the teaching of science and the philosophy of science are separate entities and should not be interconnected in elementary and secondary science instruction. Distinguishes between anecdotal and true science history stating that the former is more appropriate for most science classrooms. (CP)

Insinuates that science teachers, through material selection and methodologies, project viewpoints concerning the history and philosophy of science. Questions the practice of teaching science as problem solving within rigid frameworks in as much as this view of scientists is promoted. (CP)