The 1996 National Education Science Standards (NSES) in the U.S. provide descriptions of needed reforms for K-16 science teaching and improvements regarding indications of student learning. The goals indicate specifically the changes needed in teaching and improved ways for assessing student learning. This paper discusses how teaching and student…

The study reports on an investigation of the impact of a Science-Technology-Society (STS) approach in promoting more positive student attitudes toward science that are recommended by current reform documents. A total of 609 students from grades six through nine were selected for a survey of attitudes in two class sections assigned as either…

During the last quarter of a century, it became abundantly clear that the desired reforms in science teaching and learning could not be accomplished without significant professional development of in-service science teachers. Yet, there was a dearth of effective professional development models that could lead to the kind of instructional reforms…

The early drafts of the National Science Education Standards (NSES) did not include any mention of staff development; it was not considered as part of the needed visions for changing school science. It was when the final draft was offered to the leadership in the National Academy of Sciences that a section on Staff Development was added in…

Nine years after the National Science Education Standards' release, just how well do science teachers in grades 5 to 8 actually use them to plan content, define improved teaching, and assess real learning? Find out the answers to these key questions in this groundbreaking collection of 15 essays by teachers, researchers, and professors whose…

The major advantage of STS is the kind of teaching it allows and demands. Twelve middle school teachers who were enthused with STS teaching selected two sections for a research study. One section was the experimental STS section; the other followed the course syllabus and textbook closely. The major findings indicate the advantages for STS as a…

The Iowa Chautauqua Program was developed in 1983 with support from National Science Foundation (NSF) which awarded the National Science Teachers Association (NSTA) a major grant to study an inexpensive in-service model for stimulating reform in K-12 science classrooms. Iowa was one of the six Chautauqua sites which were modeled after a program…

Since 1983, funding for improving math and science education has improved dramatically. This article explains three major reform programs: Project 2061, sponsored by the American Association for the Advancement of Science; Scope, Sequence, and Coordination, sponsored by the National Science Teachers Association; and Science/Technology/Society,…

Discusses areas of agreement among science education reformers and addresses fundamental problems if real reform is to emerge. Suggests the science-technology-society (STS) approach for improving the teaching and learning of science. (KHR)

Offers a defense of societal issues as organizers for school science programs in response to criticisms of this thesis discussed in SE 534 649. Indicates that there appears to be no evidence that using nontraditional topics as organizers will make science more subject to manipulation and perversion. (JN)

Results of six original studies are extracted for comparison in three ways. These are summaries of: (1) reported problems of various groups of science educators; (2) solutions proposed by these same groups to the problems facing science education; and (3) recommendations for future directions. A synthesis of the recommendations focuses on four…

Discusses one component of the Iowa Distance Education Alliance that encouraged science reform through distance education using the Iowa Communications Network. Topics include curriculum and school reform, learning processes, student engagement and involvement, constructivism, the use of interactive television for distance education, and the Iowa…

It is noted science education is in a major period of transition, largely because of major problems facing society today. The feeling expressed is that science teaching designed to respond to societal demands of the 1960's is inappropriate for the demands of the 1980's. Possible directions for new programs are discussed. (MP)

Reports on a study designed to involve parents in the process of reforming science education through the development of science, technology, and society courses in school science. Explores interests and concerns about science and technology in society. Contains 44 references. (DDR)

Examined learning in science concepts, process, application, creativity, attitude, and world view of students participating in the Iowa-Scope, Sequence, and Coordination (SS&C) project, part of the national reform effort using the Science-Technology-Society approach and Constructivist teaching practices. Found significant differences in…