This article critically explores the epistemic "practices" of bioscience, using creative writing and analyses of science studies to implicate the non-linguistic side of science where a "feeling for the organism" matters more, perhaps, than theoretical precision. It offers new critique of curricula in science which are so…

Nutrition labelling, which helps consumers to make informed choices, can be used as both a context and a vehicle for students to consolidate and apply their knowledge of food and nutrition to improve health. It also facilitates students' ability to negotiate socio-scientific issues from scientific and other perspectives. This article reports a…

In the UK, at key stage 4, students aged 14-15 studying GCSE Core Science or Unit 1 of the GCSE Biology course are required to be able to describe the process of genetic engineering to produce bacteria that can produce insulin. The simple interactive introduction described in this article allows students to consider the problem, devise a model and…

The Biological Sciences Curriculum Studies (BSCS) 5E Instructional Model (often referred to as the 5Es) consists of five phases. Each phase has a specific function and contributes both to teachers' coherent instruction and to students' formulation of a better understanding of scientific knowledge, attitudes and skills. Evidence indicates that the…

Outlines the use of modeling in science teaching. Describes a study in which two parallel groups of year seven pupils modeled concepts of cell structure and function as they produced two- or three-dimensional representations of plant and animal cells. (Author/CCM)

Presents an outline of lectures given on this topic to British secondary students. Man's various ideas about the origin of life are included in three categories: those that consider life to have been created by a Divine Being; those that consider life to have developed from non-living matter; and those that consider life to be eternal. (MLH)

Outlines the development of the social responsibility of science movement and associated developments in teaching and reviews some of the materials available in light of the social responsibility of science. Provides a curriculum development framework illustrated by the example of the issue of biological diversity. (32 references) (Author/MKR)

Describes three experiments which investigated the behavior of "Colisa fasciata" males in full breeding condition subjected to competition for nest sites and a single female. Concludes that for these fish territorial dominance is established in a relatively short time, the period varying with the intensity of competition. (MLH)

Described are nutritional studies that can be incorporated into elementary biology courses. Included are suggested experiments concerning physical change, chemical change, and microbiological change. (SL)

Presents the following three biology notes: (1) a low cost variable temperature incubator; (2) projects on the ecology of freshwater mussels (Unionidae); and (3) studies on urease. (HM)

Outlines simple statistical procedures that may be effectively used in several ecology exercises suitable for secondary school science classes. (JR)

Three separate articles deal with issues involved in development of curriculum. Due to the importance of environmental issues, biological education should include topics of environmental management. Critical examination of a curriculum evaluation entitled Science 5/13: Report for Teachers on the Evaluation of the First Set of Units'' is made. (PS)

Outlines the approach used to teach ornithology to pupils in one British school system via a two-year course. The full text of the syllabus for the course is included as an appendix to the article. (PEB)