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)

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

Looks at how science instruction was approached and how it has changed from the 1950s to the 1990s. Outlines the four central goals of the 1996 National Science Education Standards. Notes factors for learning and characteristics of programs that create students who can think, solve problems, and make decisions based on evidence and reasoning:…

Predicts the effects of today's secondary science education curriculum on the competencies of students who have experienced it. (JG)

Using Project Synthesis as an example of qualitative synthesis research in science education, discusses the characteristics of such research: using research teams to provide perspectives and viewpoints; using variety of data sources; including a conceptual scheme for accomplishing synthesis; and concluding with, among others, an analysis of…

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

Visits to six school districts which were identified by the National Science Teachers Association's Search for Excellence program were made during 1983 by teams of 17 researchers. Their reports were analyzed in search for common characteristics that can explain the requirements necessary for excellent science programs. These characteristics are…

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.)…

Focuses on constructivism and lists some of the procedures that teachers use to illustrate the constructivist learning model. Describes characteristics of a classroom that is using the constructivist model. First published in 1991. (YDS)

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…

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)

Since 1983, funding for improving math and science education has improved dramatically. This article explains three major reform programs: Project 2061, sponsored by the American Association for the Advancement of Science; Scope, Sequence, and Coordination, sponsored by the National Science Teachers Association; and Science/Technology/Society,…

Analysis of curriculum reform efforts of the 1960s is presented. Failure to state the problems and to engage all those interested, involved, and affected is noted by author. Instead of proceeding with the same tactics and using the same rationale for new reforms, a rationale for focusing upon instructional goals and enlarging the research and…

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)

Described is a nutrition education program which could be integrated into home economics, health, and social studies as well as science. The program exemplifies the importance of science to basic issues facing society, while affecting the day-to-day and lifetime well-being of each person emphasized through health and nutrition education.…