A quality science curriculum should emphasize science in a social setting, include practical applications, stress local relevance, utilize the many dimensions of science in learning activities and teaching methods, and focus on the resolution of problems and issues while de-emphasizing the solution of text and teacher-made problems. (RM)

Briefly discusses five fundamental goals for science education. Goals focus on developing scientific and technological process and inquiry skills; teaching to provide scientific/technological knowledge; student demonstration of knowledge; student use of knowledge for personal/social decisions; and student examination of science/society/technology…

Reports on changes in the perceptions of science classes and science study of elementary, middle, and high school students in Iowa following Science-Technology-Society (STS) instruction for one semester. Results indicate that students develop positive perceptions about science classes and science in general following STS instruction. Contains 27…

Discusses the historical development and present status of a current educational trend in science education, Science-Technology-Society (STS). Presents the origins of the trend, a comparison of STS science classes to traditional classes, and general results of studies contrasting STS with traditional teaching. (35 references) (MDH)

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…

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)

Reports on a study into the relative importance of the four goal clusters of Project Synthesis as perceived by members of service clubs and community groups. Results indicate that although the importance of science for further studying of science remained constant from 1976-1986, significant increases occurred in the importance of science in…

Points out that discrepancies exist in secondary and college level teachers' perceptions of what is essential for student success in college science. Stresses that more research is needed and offers participation in the National Science Teachers Association "Every Teacher A Researcher" program as one means of addressing the concern.…

Discusses the postcard survey by "Science and Children" that attempts to identify elementary, middle, and junior high schools that have successful, sustained science programs and another similar search for exemplary programs conducted by the National Science Teachers Association and the Council of State Science Supervisors. (DC)

Offers information for new professionals to get involved with funded efforts supported by a variety of agencies. Described are four sources of funds including government grants, private foundations, industry, and community collaboration. Suggestions for proposal writing and contacts for funding are listed. (YP)

Various responses to the current crisis in science and technology education have been initiated, including federal aid, responses from industry and professional organizations, and introduction of more than 30 bills into Congress. Reasons suggested for the crisis include the three ideas that defined the curriculum and instruction foci of the 1960s:…

Presents information on the perceptions of students (from third, seventh, and eleventh grade) and young adults concerning science classes, their science teachers, and the value of science content. Includes data from the Third Assessment of Science (1977), National Science Supervisors Association Study (1982), and National Science Teacher…

Affective item findings from two national assessments (N=2500 for 1977 assessment; N=2000 for 1983 assessment) are reported and compared. Areas examined include attitudes toward teaching procedures, action of science teachers, current science teacher, and science class. Lists of characteristics of exemplary programs and behaviors of exemplary…

Reviews biology education from 1950 to the present and highlights major assessments of past efforts and current needs (emphasizing "critical elements" in biology curriculum/instruction noted in "Project Synthesis"). The historical perspective and data provided by the assessments are used to seek solutions for the remaining…

This report focuses on the proposals, materials, programs produced, and the results that occur when new teachers and their students become involved with exemplary science materials and with teachers judged to be exemplary. This project enrolled exceptional teachers who could work together in class groups with some common purpose as to science…