Suggests that students can develop the ability to do science in an informal environment such as a zoo, aquarium, or museum. Informal environments provide live organisms, specimens and scientific objects that students can explore and study. (CCM)

An introduction to Earth systems education describes a need and framework for an earth-systems focus in precollege curriculum. Challenges teachers to include this focus in science curriculum by following the guidelines presented in the Earth systems approach to science education. (five references) (MCO)

Answers the question, "What is science? with two components: body of knowledge and doing procedure. Points out the pitfalls scientists experience and how these pitfalls are not presented in textbooks, thereby affecting students' understanding and appreciation of science. Explains science as process, product, and perseverance. (YDS)

Argues that good science can be enhanced and enlivened, integrated with other curriculum areas, and made more relevant to a student's world through the use of the arts in instruction. Provides examples of art in science through music, poetry, science fiction, and visual art. (DDR)

Discusses the importance of maintaining links between school children and the outdoors. By creatively looking for outreach programs and simple animal activities, teachers can keep students' innate interest in nature alive. Studying nature can also teach students about interdependence. (SAH)