Discusses ways in which recent advances in information technology and greatly increased access to information have changed activities at work, home, and school. It is argued that the impact of technology should be examined in terms of benefits to society, rather than in terms of technological advancement for its own sake. (nine references) (CLB)

This article reviews the need for the arts to be integrated into scientific ways by which educators pursue an understanding of exceptionality. This need emerges from an awareness of the essential function the arts and humanities hold in the scientific enterprise and from increasing disenchantment with the dominant scientific paradigm. (Author/JDD)

Reviews development of technological literacy in liberal arts curriculum, especially efforts of Sloan Foundation. Observes that few general education courses with technology content are taught by industrial educators; focus of the new liberal arts is on understanding how technology works; quantitative skills are vital; and social and human…

Analyzes the science frameworks of 49 states and the District of Columbia to determine the emphasis given to evolution in these documents at the middle and secondary levels. Collectively, the 50 frameworks emphasized evolution in a manner that suggests that if the public's support for standards-based curricula is a reality, the study of evolution…

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)

Introduces the definition and conventions of distance education, otherwise called correspondence coursework, as it has developed over the last several decades. Characterizes the movement of distance education from peripheral to central prominence in many educational systems, particularly as relates to the challenges and opportunities in the…

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)

There are significant variances in both the religious and non-religious beliefs for rejecting evolution, and likewise diversity in the extent to which various creationists reject evolution. Describes the anti-evolution stances of literalists, progressives, and theists and addresses teaching concerns relative to anti-evolution positions. Contains…

Examines the history of the white lab coat in scientific and medical practice and discusses the recognition of it as a cultural symbol. Contains 11 references. (WRM)

The first section of this article examines a range of definitions of biotechnology. This analysis demonstrates that teachers' choices will determine their view of biotechnology, as positioned along a traditional-modern, axis, and provides examples of the tensions that these differing positions create. A further section argues that in order for…

Four papers on science instruction are presented: "Science as a Human Activity" (Harmon Dunathan); "Science as a Historical Process" (Robert Proctor); "Science as a Creative Process" (Robert Pollack); and "Making Science Assessible" (Walter E. Massey). (MSE)

Surveys newspaper, magazine, and book literature about the Loch Ness monster from 1933 to 1983. Characterizes the literature by attitude, length, belief, and jocularity. Illuminates the problem of identifying demarcation criteria for what may be classed as science and as pseudoscience. (CW)

This document addresses goals set forth by "Technology for America's Economic Growth: A New Direction To Build Economic Strength". It highlights the important role technology plays in the American economy and the challenges faced in an increasingly competitive, technology-based global economy. This document describes Federal technology…

Discusses a variety of topics and their implications for library and information science professionals and their education. Highlights include the nature of science; contingency theories; the assumptions of sociology; the approach of symbolic interaction; recent scholarship on organizations; and the advantages of qualitative research methods.…

Examines the history and concepts that are essential to educational technology as a process, focusing on the ways in which engineering, the use of science in education, and the rise of the audiovisual-education movement helped to shape the assumptions and goals of modern educational technology. Contains 39 references. (AEF)