Understanding how science is done increases trust in science as it can be seen to be built on reliable data, rational argument and repeated testing. If science is taught as just an assemblage of facts without dealing with the process which gave rise to those facts, then why should pupils trust science more than fables or pseudoscience? Everyone…

Motherhood is both an important topic and a challenge to teach. Pregnancy, childbirth, and the transition to motherhood are significant life experiences for most women, important choices for all women, and major events in the lives of most men. At the same time, they are topics about which everyone thinks they know a good deal. The complexity of…

Presents the results of an extensive quantitative content analysis of Gould's 22 books, 101 book reviews, 479 scientific papers, and 300 Natural History essays, in terms of subject matter, and thematic dichotomies. Emphasizes the interaction between the subjects and themata, how Gould has used the history of science to reinforce his evolutionary…

Highlights the importance of the Human Genome Project in educating the public about genetics. Discusses four challenges that science educators must address: teaching for conceptual understanding, the nature of science, the personal and social impact of science and technology, and the principles of technology. Contains 45 references. (JRH)

Presents a view on public policy and the importance of biology. Discusses issues such as securing research funds, teaching of evolution and other curriculum issues, lobbying, and the American Institute of Biological Sciences (AIBS) Public Policy Office. (YDS)

The link between science and society is examined by studying the application of evolution theories and genetics to human affairs. Described are the ways in which biological theories have been applied to social issues. (KR)

Points out the important role of scientists in society as educators. Explains problems caused by not understanding the theory of evolution and discusses possible solutions. First published in 1966. (YDS)

Describes developments in the use of information technology in the biological discipline of taxonomy, using both a historical overview and a detailed case study of a particular information systems project. (41 references) (Author/MKR)

Presents an interview with biologist Stephen Jay Gould in which he discusses the state of biology education and the continuing debate over the evidence that supports the theory of evolution. (DDR)

Clarifies media reports that suggest that flood geology should be taught as part of the biology curriculum to provide support for the teaching of creationist theory. Analyzes the reports and provides support for response on the local level to these claims. (DDR)

Reports on what appears to be a promising approach to the treatment and spread of cancer. Utilizes a mutant of the common cold virus that appears to kill many kinds of cancer cells but not normal cells. (DDR)

Argues that science and technology associated with research in artificial intelligence, the Human Genome Project, cosmology, and sociobiology raise questions that promote dialog between the worlds of science and religion. (DDR)

Argues that universities are failing to prepare students for responsible citizenship in a world being rapidly changed by biotechnology. Calls for bringing together biology and the social sciences in more core courses. (TW)

Cites common misconceptions about religion and science teaching in the United States. Focuses on the relevance of teaching the theory of evolution, and presents background information on each point. (DDR)

Argues that reduction in the use of antibiotics would enable antibiotic-sensitive bacteria to flourish. Presents an activity designed to show students how a small, seemingly unimportant difference in doubling time can, over a period of time, make an enormous difference in population size. (DDR)