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)

Discusses the need for a science-technology-society (STS) approach in science classroom and describes the characteristics of exemplary STS programs. Lists five domains for STS goals and indicates assessment instruments for the domains. (YP)

Describes Science/Technology/Society (STS) curriculum efforts in the United States which grew out of Project Synthesis. Discusses STS, biology, and life science education. (PR)

Provides an overview of the problems, unanswered questions, proposed solutions, and reform efforts in science education. (ZWH)

Describes a Science-Technology-Society (STS) course implemented in Iowa that utilizes the National Science Teachers Association guidelines for STS courses. (PR)

The major advantage of STS is the kind of teaching it allows and demands. Twelve middle school teachers who were enthused with STS teaching selected two sections for a research study. One section was the experimental STS section; the other followed the course syllabus and textbook closely. The major findings indicate the advantages for STS as a…

Discusses the importance of implementing new approaches in science teaching which will elevate citizen concerns to science-related issues confronting society. Outlines a biology application course designed to counteract current problems in this area. (RT)

Surveyed 114 teachers (100 percent response rate) associated with exemplary elementary science programs on longevity, confidence, professional involvement, familiarity of curricular materials, inservice, and teaching methods. Comparison with a national sample indicates these teachers have long-term program involvement, a great deal of confidence,…

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)

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…

The Iowa-Scope, Sequence, and Coordination (SS&C) Program assists schools with reform of their entire middle school programs, grades 6-8, and features the science, technology, and society (STS) instructional approach. This reform translates to the creation of new frameworks for the school program and aims to produce "constructivist"…

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)

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

Nine years after the National Science Education Standards' release, just how well do science teachers in grades 5 to 8 actually use them to plan content, define improved teaching, and assess real learning? Find out the answers to these key questions in this groundbreaking collection of 15 essays by teachers, researchers, and professors whose…

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)