Discusses the increasing significance of genetic diseases and defects in our lives and the social, moral-ethical, and legal problems resulting from medical genetics. (Author/SA)

Presents views on the Australian version of American biological science materials developed as a part of the science course improvement project movement. The article serves as an introduction to the collection of papers, contained in this journal issue, from a seminar on biology and its place in school education. (PB)

Examines sociobiology (the biological study of human and animal social behavior on the basis of population genetics), which appears to have rapidly become scientifically acceptable, to determine if it constitutes good science. (PB)

Presented are some considerations relating to the problem of why human studies is still regarded as a new subject and why resistance to human studies as a new subject is so great. (PB)

Discussed is the question: "If science curricula reflect actions of pressure groups to include or delete certain content, is science a part of a basic, liberal education?" (PB)

Examined are social factors that influence biological science knowledge content in terms of these paradigm shifts: the DNA revolution, the Continental Drift revolution, the Darwinian revolution, and the sociobiology revolution, with the term "revolution" being used in the sense of Thomas S. Kuhn's writings. (PB)

The significance of the inclusion of subject matter pertaining to science, technology, and society (STS) in the science curriculum is examined and discussed. (PB)

The problem is discussed as to whether man's age-old characteristics of selfishness and greed can be sufficiently overcome to avoid any general world war. It is suggested that if people are to come to terms with the problems confronting them, what the schools teach will be of vital importance. (PB)

Reported are the results of a study involving 838 students (ages 5-15) from Australia, Great Britain, Sweden, Canada, and the United States to determine their knowledge, via a structured interview, about the aging process; parents; sex differences and preferences; birth, conception, and gestation; sex education; and clothes and nakedness. (PB)

Reported is a study designed to: (1) identify the perceived confidence with which perservice science teachers would approach some developmental tasks related to curriculum and evaluation during distinct phases of a year-long course; and (2) compare these perceived competencies to those science supervisors consider important for beginning teachers.…

Reported is a study designed to investigate the relationship between science attainment and intelligence as well as differences between the performance of boys and girls in physical science. (PB)

Describes curriculum trends in science education as shown through the materials utilized and a teacher survey. Teachers have learned from these trends a wider content knowledge of science, greater knowledge of students, more sense of working as a team with older teachers, and a greater ability to evaluate science programs. (Author/DS)

Suggested is that geology can contribute significantly to the general education of our students from the point of view of relevance and increasing understanding of the planet we inhabit which should be learned as a series of interacting processes involving a time dimension. Several curriculum projects are outlined. (Author/DS)

Describes the various approaches that science education has taken since the end of World War II. Discusses major emphases of several curriculum packages, the effects of learning theory on science curriculum, the humanistic movement, and the place of factual information in science education. (CS)

Presents a self-instruction module on writing behavioral objectives. A flow chart indicates the topics covered in the module, including writing objectives for content, processes, skills, attitudes, examining objectives; also areas such as Bloom's taxonomy, primary v secondary science processes, manipulative skills, an attitude checklist, a…