Ten new books for students of all levels are described. Topics include the environment, insects and animals, astronomy, chemistry, icebergs and glaciers, as well as books of general interest. (MT)

Suggests that the new context for school science focuses on the real world, real people, and real issues. Areas considered include current problems in science education, the need for a new context, recommendations for a K-12 science curriculum, the science/technology/society (STS) movement, and STS curricula and programs. (JN)

Offers a rationale for science education that utilizes a science-technology-society (STS) framework. The recommended STS framework can give meaning to efforts to define a K-12 science curriculum, to describe appropriate teaching behaviors and desirable student actions, and to formulate meaningful research questions. (JN)

Provides a brief overview of the constructivist learning model and characterizes the science classroom where the constructivist model can best be used. (ZWH)

Defends the definition of science education as the interface of science and society, pointing out the fallacies of an alternative definition promulgated by Good, Herron, Lawson, and Renner who, in a previous article (SE 537 615) examined and rejected the science/society interface definition in favor of their own definition. (DH)

The need for nutrition education to be given higher priority in science instruction in today's world is promoted. Nutrition is viewed as a significant problem for all persons in a personal sense and in a societal sense. (MP)

Evaluated and compared 12 science textbooks with respect to their readability levels and agreement with the intended reader level. Four of the books were determined to be unsatisfactory for their intended grade levels. (20 references) (MDH)

The importance, role, and responsibilities of the science supervisor in the K-12 science program are described. The importance of selecting a highly qualified subject-specific supervisor for all disciplines is discussed. (KR)

Discusses the major crisis points in science education and reviews findings from the major science studies of the 1980's. Contends that cooperative efforts of elementary, secondary, college, university and scientific communities are needed to resolve the crisis. (ML)

Reports the results of the Chautauqua Program, an effort involving 224 life science teachers grades 4 through 12 in Iowa schools, that sought to introduce Science/Technology/Society strategies to new teachers, help them develop materials, and assist in structuring an assessment program that could provide evidence that reform has occurred. (ZWH)

Describes and examines the effects of the eight-week Summer Science Training Program at the University of Iowa. There was no significant differences between students who had completed high school physics and those who had not on the final course examination, course grade, and attitudes toward physics. (Author/YP)

Reports on a study in which 61 science supervisors were asked to identify their most effective and least effective teachers. Differences were found regarding gender, quantity of National Science Foundation workshop experiences, and certain elected in-service experiences. (TW)

There is little doubt that the findings of research in science education can be depressing at times. The literature is replete with reports and research findings which highlight problems and shortcomings associated with the teaching and learning of science. In order to provide a refreshing alternative to the majority of research reports which…

Addresses the issue of whether traditional high school chemistry is needed for all students as preparation for the study of college level chemistry. Recommends an approach which stresses applications and societal issues for high school students. (ML)

Reports on a study into the relative importance of the four goal clusters of Project Synthesis as perceived by members of service clubs and community groups. Results indicate that although the importance of science for further studying of science remained constant from 1976-1986, significant increases occurred in the importance of science in…