Attempts to redefine science education as "the interface between science and society" are critically examined and rejected. Authors support the definition that science education is a discipline devoted to discovering, developing, and evaluating improved methods and materials to teach science (the quest for knowledge and the knowledge…

Defends the definition of science education as the interface of science and society, pointing out the fallacies of an alternative definition promulgated by Good, Herron, Lawson, and Renner who, in a previous article (SE 537 615) examined and rejected the science/society interface definition in favor of their own definition. (DH)

Discusses a few features, aspects, and tools of scientific creativity within the context of science education. Presented within Section II is an analysis of the nature of creativity in science. Guidelines and practical suggestions for the improvement of science education are given in Section III. (CS)

Reports the proposed indicators of desired directions and future foci for science education. Lists indicators most frequently mentioned by persons involved in the 1979 annual meetings of the National Association of Research in Science Teaching and the National Science Teachers Association. Implications are discussed. (CS)

Offers perspectives on how conceptual changes actually take place in students. Proposes that elements of Kuhn's concept of scientific paradigms and Wittgenstein's concept of the "language-game" be considered in an analysis of conceptual change. Explains how components of these models relate to science learning. (ML)

Discusses the parameters of values clarification and of science and reviews the differences between them. Contends that values clarification is nonscience and that students should be helped to appreciate the ways nonscience is similar and dissimilar to science and the place of both in the conclusion-reaching process. (ML)

Supports the position that goals developed and used to guide science education practice during the 1950s and mid-1960s are no longer adequate and that a new consensus of goals is needed for the 1980s. This consensus would reflect the real world and problems students will face in the future. (JN)

Identifies and discusses the epistemological roots of various terms that have been used to describe student conceptions in the literature with a view to suggest which term science eductors should adopt. Argues that "alternative conceptions" is preferable to "alternative frameworks" for use in describing student conceptions in…

Examines ways in which description and explanation are used in science teaching, including word usage and the role of activities. Considers the desirable characteristics of explanation for teaching purposes. Raises major questions about explanation in science education. Shows the need to make a clear distinction between description and…

Aims to clarify the relationship between science education and the science-technology-society (STS) theme and to develop a justification for the inclusion of the STS theme. Examines the current debate over definitions in science education, and provides an historical perspective of science education's purpose as a social institution. (TW)

Argues the urgency associated with school reform must be tempered by the fact that much reform is being guided by the rhetoric of a conservative ideology. Urges science educators to resist conservative ideological rhetoric that seeks to sway the masses. Science education must move beyond the positivistic, ahistorical, and depoliticized orientation…

Discussed is the elementary science teacher curriculum and its role in students' interest in science. Qualifications, teacher attitudes about science, college preparation, hands-on experience, science instruction, science method instruction, and the role of the administrator are described in terms of effective elementary science programs. (KR)

Proposes a framework for interpreting current research in science education. Presents four prototypes for describing research which are derived from comparisons and combinations of "spontaneous" and "formal" knowledge. Discusses possible applications of the use of the framework in science education. (TW)

Proposes the following recommendations: (1) research should be a collaborative endeavor; (2) teachers should be action-researchers; (3) research must be close to the classroom; (4) an investigative society should be created; and (5) research should inform policy. (PR)

Argues that the failure of modern courses to achieve their declared goals in relation to children's understanding of science has two causes, namely teachers views about the nature of science, and a degree of confusion in the philosophical stance implicit in many science curricula. Presents a philosophical model for curricula. (CW)