ERIC Number: ED275488
Record Type: RIE
Publication Date: 1986-Jun
Reference Count: 0
Science Teaching. This Year in School Science 1985. The Report of the 1985 National Forum for School Science.
Champagne, Audrey B., Ed.; Hornig, Leslie E., Ed.
Issues related to the improvement of science teaching are examined in this collection of proposals and papers from the 1985 National Forum for School Science. Generalized comments are offered on strategies for strengthening science teaching and on selected proposals concerned with the recruitment and retention of science teachers. Topic areas addressed in the forum's presentations and background papers include: (1) science teaching in a global society; (2) a chemist's view of science teaching; (3) producing curriculum-proof teachers; (4) science teaching in a technological world; (5) a sociological perspective on teaching; (6) production and utilization of talented science teachers; (7) the need for generalized science literacy; (8) economic and policy trends and proposals; (9) empowering science teachers; (10) a teacher's view of the situation; (11) science teaching 1985; (12) economic and policy trends affecting teacher effectiveness in mathematics and science; (13) excellence and equality: the contradiction in science teaching; and (14) curriculum-proof teachers in science education. Appendices contain the forum's program, a participant list, and a compilation of statistical information on science teachers. (ML)
Descriptors: Educational Trends, Elementary School Science, Elementary Secondary Education, Inservice Teacher Education, Mathematics Education, Preservice Teacher Education, Science Education, Science Instruction, Science Teachers, Scientific Literacy, Secondary School Science, Teacher Improvement, Teacher Recruitment, Teacher Supply and Demand, Technology
American Association for the Advancement of Science, 1333 H Street, N.W., Washington, DC 20005 (Member, $9.95; nonmember, $12.95).
Publication Type: Collected Works - Proceedings; Reports - Descriptive
Education Level: N/A
Authoring Institution: American Association for the Advancement of Science, Washington, DC.