Article discusses the Science-Technology-Society approach and describes a study (n=116) of differences in learning outcomes for Taiwanese students who study college biology in an issue-oriented format with students who study in a concept-oriented format. Students in the issue-oriented format class had statistically higher scores for concept…

Compares science education in the United States to that in Germany, France, Japan, People's Republic of China, Soviet Union, Thailand, and the United Kingdom. Includes a list of science education endeavors in each of these countries to stimulate discussion of how to improve the situation in the United States. (JN)

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…

Investigates the difficulties that teachers experience in Japan and the United States when they attempt to move to a more constructivist approach in their teaching. (Contains 14 references.) (YDS)

Reports on the evaluation of the effect of the University of Iowa's program on the development of teachers' constructivist philosophies by participating Korean inservice high school science teachers (n= 70). Concludes that the effect of the workshop was significant and that learning was retained. Contains 11 references. (Author/ASK)

Investigates how Russian teachers interested in adopting aspects of the U.S. science education reform movement compared with two groups, traditional U.S. science teachers and constructivist U.S. science teachers. Analyzes the total rubric score and Russian/traditional U.S., and Russian/constructivist U.S. groups. (Contains 20 references.)…