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)

Reviews four studies that provide empirical evidence in favor of the STS approach for students and teachers. Finds a positive effect from STS across the entire curriculum. (Author)

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)

To improve science instruction, districts need one individual who has a strong science background, leadership skills, communication skills, and a commitment to implementing a high-quality science program. Lists the job description of a science supervisor. (MLF)

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)

A major study sponsored by the National Science Foundation says most science education is characterized by traditional teaching of the contents of textbooks. (Author)

Reviews the past to provide a better definition of the major crisis in science education. Suggests that preparing scientifically and technologically literate citizens may be lost on such issues as teacher shortages, number of scientists/engineers produced in the Soviet Union, college entrance scores, and degree of rigor in school programs. (JN)

Results from a 1982 follow-up study of student perceptions of science instruction are presented and compared with data from the 1977 national assessment. Data were obtained from 700 students in Iowa aged 9, 13, 17, and young adult. (MNS)

National Science Foundation reports provided criteria for identifying 54 exemplary science programs in the United States. Questionnaires and school visits showed programs characterized by locally developed curricula, less emphasis on textbooks, and outstanding teachers (average age: 51 years; degree: M.A. 30). (PB)

Discusses areas of agreement among science education reformers and addresses fundamental problems if real reform is to emerge. Suggests the science-technology-society (STS) approach for improving the teaching and learning of science. (KHR)

A group of outstanding science teachers agreed that student motivation and interest soar when real-life issues are used as themes for study. Illustrates how the interdisciplinary approach works with the issue of smoking. (MLF)

Discusses the importance of the teaching and learning of science/technology in the context of human experience. Highlights the role of constructivism in Science Technology Society (STS) reform efforts. (JRH)

Describes the Iowa science-technology-society (STS) models and goals. Characterizes and gives examples of using the STS approach in classrooms. Reports the results of four studies that have assessed the outcomes of learning with STS instruction. Identifies some problems concerning the future use of STS in schools. (PR)

Discusses current visions for reform in science education to be reached in 2005. Presents tables on changes in teaching, assessment, content, and situation and goals for 2005 by indicating less and more emphasis. Discusses what must be done, visions for 2025, how to achieve Vision 2025, and models for achieving the visions for science education in…

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)