This article is the first in what will become a continuing series of articles highlighting the perspectives of renowned science educators. The first featured article is by Robert Yager, Science Education Center, University of Iowa, USA. Dr. Yager has directed over 100 NSF projects designed to improve K-16 science programs. He has served as…

The Iowa Chautauqua Program was developed in 1983 with support from National Science Foundation (NSF) which awarded the National Science Teachers Association (NSTA) a major grant to study an inexpensive in-service model for stimulating reform in K-12 science classrooms. Iowa was one of the six Chautauqua sites which were modeled after a program…

The early drafts of the National Science Education Standards (NSES) did not include any mention of staff development; it was not considered as part of the needed visions for changing school science. It was when the final draft was offered to the leadership in the National Academy of Sciences that a section on Staff Development was added in…

Reports on changes in the perceptions of science classes and science study of elementary, middle, and high school students in Iowa following Science-Technology-Society (STS) instruction for one semester. Results indicate that students develop positive perceptions about science classes and science in general following STS instruction. Contains 27…

Discusses areas of agreement among science education reformers and addresses fundamental problems if real reform is to emerge. Suggests the science-technology-society (STS) approach for improving the teaching and learning of science. (KHR)

Compares aspects of creativity in science between students enrolled in concept-oriented classes and those enrolled in issue-oriented classes. Focuses on student outcomes and creativity. Shows that science teachers were convinced of the necessity for middle school science teachers to be portrayed as supporting students' exploration, explanation,…

The National Science Education Standards (NSES) articulates four goals (justifications) for requiring science in K-12 schools. An argument is made that science leaders must take the goals of science education seriously and use them to frame their teaching and staff development efforts. In this article, the author discusses the four NSES goals for…