Addresses higher education, specifically universities, and their role in moving toward a sustainable, ecologically-sound, and vibrant society. Suggests that universities are caught between two competing visions. (Contains 24 references.) (DDR)

The efforts to enlarge the awareness, scientific knowledge, and political skill of people, to promote pro-environmental attitudes and support, through the development of science/technology/society (STS) courses are described. The STS program found in the secondary schools and colleges of Quebec is described. (KR)

Lists a variety of groups and resources related to environmental concerns for young people. Focuses on youth-led environmental nongovernmental organizations, youth environment-related books and reports, and funding sources for youth environmental initiatives. (DDR)

Discusses the problem of environmental bias and critiques Michael Sanera's approach to evaluation of environmental education performance. Notes that problems result from bias in curriculum materials. Contains 20 references. (DDR)

Discusses the philosophical underpinnings of Canadian adventure education and offers a description of outdoor adventure education in Canada. (Contains 20 references.) (DDR)

Reports on sources of lead contamination in the environment of children. Proposes some solutions and presents statistics that relate poverty and lead contamination. (DDR)

Inquires into the influence of subject communities on the practice of secondary school teachers as they teach a new science and technology course that crosses traditional subject and department boundaries. Contains 20 references. (DDR)

Employs discourse analysis techniques to examine the approach taken in addressing minority group knowledges in two recently-published sets of junior secondary science texts, with a specific focus on the incorporation of indigenous knowledge into the texts. (Contains 44 references.) (Author/WRM)

Not being listened to, or having their advice mistrusted, is a daily problem for teachers and parents, as well as for doctors, scientists, technologists and other experts. It is also a serious dilemma in applied social psychology (Eiser, 1986) as well as in education where educators talk persuasively with strong evidence about not taking drugs,…

Presented in English and French, Biology 20-30 is an academic program that helps students in Alberta, Canada, better understand and apply fundamental concepts and skills. The major goals of the program are: (1) to develop in students an understanding of the interconnecting ideas and principles that transcend and unify the natural science…

As the fourth in a four-part series on issues related to science-technology-society, this article discusses Canadian high school graduates' viewpoints of the characteristics of scientists. Responses addressed the relationship between scientists and their work, gender distribution of scientists, and perceptions of scientists. (ML)

This teacher's guide presents teaching suggestions and presentation materials about sustainable development, important trends that could lead to human and environmental disasters in the future if they continue unchecked, and how each country has a different path to sustainable development. The lesson is divided into six parts and may be completed…

Reconceptualizes a cultural perspective for science education that offers an account of life in a science classroom by characterizing students' experiences as crossing borders between subcultures. Contains 160 references. (DDR)

Reviews and recommends the teacher's resource guide, "Teaching about the History and Nature of Science and Technology." Discusses creating a History of Science and Technology course, developing materials, and interdisciplinary planning and teaching. The guide includes sample lesson plans and appendices to resources. (MJP)

Presented is a case study of a Science/Technology/Society course. Described are the specific goals and objectives of the course and the design of the study. The results of the study and the validity and transferability of this type of assessment are discussed. (CW)