Presents position statements indicating the necessity of laboratory experiences for the teaching and learning of science in the elementary school. Three different perspectives are addressed: research, curriculum, and teaching. (DS)

Discusses problems with science education in schools in the context of their causes, including a dysfunctional working definition of science. Describes and illustrates the Science/Technology/Society movement as a potential means to correct these problems. Presents examples derived from statewide efforts in Iowa. (14 references) (Author/MKR)

Discusses reasons why nutrition should be stressed in secondary school biology programs. (CS)

Traces the development of the current understanding of what "literacy" in science should be. Offers viewpoints that "basic" components of biology should include the nature of science, the way it functions, and other nonconceptual dimensions of biology. (CS)

Presents a review and analysis of major reform efforts in science education and summarizes the Constructivist Learning Theory. Contends that changes in teaching, not curriculum, are the key to effective reform. (51 references) (Author/MKR)

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)

Argues that science programs developed during the 1960's should be replaced by "science/technology/society" (S/T/S) programs, which build on students' curiosity and concern about local problems. (TE)

Reviews and assesses major crisis conditions in science education. Cites specific findings from key status studies and reports. Proposes that goals be reassessed and that successes in science teaching be measured in terms of such goals. (ML)

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)

Based on the Project Synthesis findings presented in "What Research Says to the Science Teacher," (NSTA, 1981), seven priorities are listed for improving science education for the remainder of this century, including the need for a new rationale which takes into account our technologically oriented society. (JN)

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)

The development of the Science/Society/Technology (STS) movement in the United States is reviewed. The basic philosophy of STS instruction is discussed. Traditional instruction is compared to STS instruction. Suggestions for making STS instruction more effective are provided. (CW)

Offers a defense of societal issues as organizers for school science programs in response to criticisms of this thesis discussed in SE 534 649. Indicates that there appears to be no evidence that using nontraditional topics as organizers will make science more subject to manipulation and perversion. (JN)

Reports the proposed indicators of desired directions and future foci for science education. Lists indicators most frequently mentioned by persons involved in the 1979 annual meetings of the National Association of Research in Science Teaching and the National Science Teachers Association. Implications are discussed. (CS)

It is noted science education is in a major period of transition, largely because of major problems facing society today. The feeling expressed is that science teaching designed to respond to societal demands of the 1960's is inappropriate for the demands of the 1980's. Possible directions for new programs are discussed. (MP)