Discloses the objectives of technology education and its evolution as a discipline. Outlines the history of the philosophical perspectives underlying the movement. Examines the transition of industrial arts into technology education. Contains 21 references. (DDR)

Identifies the elements of science fiction that might appeal to adolescent readers and offers suggestions for developing innovative book talks on science fiction books. A bibliography of 133 books, categorized by subgenres such as hard science, space travel, and mysteries, is provided. (eight references) (CLB)

Recommends neighborhood walks as a way to build children's knowledge of environment. Suggests ways of learning about the environment, of nurturing respect for the environment, and of modeling environmental stewardship. Recommends fostering engaged inquiry to facilitate the learning process. (DLH)

Describes two high school courses, "Chemistry of Technology (Chem Tech)" and "Physics of Technology (Physics Tech)," that emphasize multidisciplinary learning through applicative, hands-on activities. Provides course descriptions, lists the advantages of using a unified science-technology model, and discusses limitations of…

Science/Technology/Society (STS) education can become an integral part of the existing social studies curriculum. Explains ways to introduce STS into the curriculum and offers suggestions for administrative support. (MLF)

Four questions related to rain concerning aerodynamic drag force, pressure from the impact of raindrops, impact of wind on the pressure, and stopping force extended on the car by the water are proposed. (YP)

Describes a high school biology course that utilizes the science-technology-society approach. The course developed from research findings that high school students are interested in learning about themselves--mainly their bodies. Evaluation of the program revealed that it was successful in accomplishing learning objectives. (PR)

Attempts to develop a theoretical foundation for the practice of ecological education. Focuses upon the severed relationship between man and nature. Identifies seven elements of ecological education designed to develop ecological action and experience as well as knowledge. Argues that, without a comprehensive, ecological framework, environmental…

Presents the outlines of a constructive view of the cultural significance of the sciences. The article considers the following topics: (1) the sciences; (2) ethics; (3) the arts; (4) considerations on the sciences, ethics, and the arts as a whole; and (5) the claims of religion. Contains 279 references. (ZWH)

Describes four court cases involving confrontation between the theory of evolution and the theory of creation: the Scopes trial, the Seagraves trial, Arkansas Act 590, and the Louisiana law. Provides 64 references on the issue. (YP)

Provides a brief index of what is being thought and supported in efforts to formulate a new framework for general education in the sciences. Explains that the goal is to find science curricula with the aim of preparing young people for responsible citizenship in a democratic society. (DDR)

Discusses two major issues confronting any attempts to make technology education an integral part of the school curriculum. One issue is the lack of agreement about core concepts and student outcomes. The second issue concerns the relationship of technology education to the existing curriculum. Contains 25 references. (DDR)

The need to give high school students a more pragmatic grasp and understanding of technology, in addition to guidance concerning their career paths, is discussed. Described are the design, initiation, methods, topics and evaluation of this exploratory program. Recommendations for future implementation of similar programs are provided. (CW)

Discusses a visit to a hospital to help students gain an appreciation of technological application. Describes the potential, general and specific considerations, and evaluation of such a field trip. (YP)

Presents the syllabus for a course which surveys aspects of American economic growth from the end of the 18th century to the early 20th century through the perspectives offered by the discipline of the history of technology. Describes format, readings, evaluation, materials, course organization, and a field trip. (CW)