As the crusade to outlaw the teaching of evolution changed to a battle for equal time for creationism, the ideological defenses of that doctrine also shifted, from biblical to scientific grounds. The development of "scientific creationism" is described, focusing on the intellectual leaders of creationism, particularly those claiming scientific…

Describes the case of the American Civil Liberties Union (ACLU) versus the state of Arkansas concerning this state's law requiring equal time for the teaching of creationism and evolution. ACLU contends this law violates the separation of church and state clause of the First Amendment. (DS)

Suggests that there are possible dangers in using the history of science in science education. Examines arguments that young and impressionable students at the start of a scientific career should be shielded from the writings of contemporary science historians. (JR)

Proposes that an undergraduate core curriculum minimizes science and does not provide students with an adequate background for understanding contemporary science and technology. Critiques Harvard's science requirements in that it does not reflect the vertical or intensive nature of learning that is essential in science education. (ML)

The premedical and preclinical phases of the present scheme of medical education are described as wasteful of time and money, intellectually deficient, and in need of change. Suggestions are presented relating to establishing a national commission to reform the scheme. (Author/SA)

Discusses the high school framework and standards developed by the National Science Teachers Association in the subjects of physics, chemistry, biology, and earth and space sciences. (MKR)

A special course should be developed to emphasize the scientist's role in society, and to make science students more responsive to society's needs. Existing courses of history and philosophy of science generally fall short of meeting these objectives. (PS)

Reports on the Balanced Treatment for Creation-Science and Evolution-Science Act requiring that "creation science" and evolution receive "balanced treatment" in classroom lectures, textbooks, library materials used, science and humanities, and other educational materials or programs in Louisiana public schools. (JN)

Discusses the recent increases in funding to the science and engineering directorate at the National Science Foundation. Credits the resurgence to the United States Congress. Questions how long the rise in the science education budget will be maintained. (TW)

Distinguishes between science literacy and scientific literacy. Argues that the two approaches are often in contention and have different implications for education, testing, and the public funding of science. Suggests that both are needed for effective participation in the real world. (DDR)

Describes trends related to declining mathematics and science achievement test scores of graduating high school seniors. Reports that scores of students intending to major in college mathematics and science have been stable over time. Discusses implications for education policy, particularly in science in elementary grades. (CS)

Discusses various issues related to science education reform in Great Britain. The principle concern is over the extent to which content of both courses/examinations provides children with skills/attitudes relevant to their needs in the modern world. Although all agree that changes are needed, reforms may prove elusive. (JN)

Discussed is the idea that scientific illiteracy among scientists lies at the heart of the problems with undergraduate science education. Included is a description of a science literacy course for nonmajors and a proposed list of the most important ideas underlying science. (KR)

Discusses the reaction of evolutionists to the creationist's efforts to pass legislation which would mandate the teaching of the biblical account of creation. (DS)

Describes a program designed by an elementary teacher and a biochemist to enhance student understanding of science. Although the effort is appreciated, many voice their concerns regarding the development of curriculum in this manner. (ZWH)