This paper recommends a role for the history of science in democratic science education, suggesting a dialogical mode of science instruction that captures what John Dewey considered most crucial to democracy--completely open communication. (SM)

Two dilemmas occur in studying Darwin's Theory of Evolution. One, concerning pedagogy, is solvable by offering theory basics in middle school and in-depth study in high school. Another, concerning faith, is extremely sensitive. The paper discusses successful approaches, noting the place of Darwin's theory in all-elective high school biology. (SM)

The articles in this feature support the view that history and philosophy are useful to science instruction. Topics include the history of science teaching, the role of science textbooks, the relationship between science and the humanities, and a bibliography on history, philosophy, and science teaching. (IAH)

Discusses science education in India, arguing that a contextualized curriculum is a powerful means of improvement. The paper presents results from an analysis of the treatment of the nature of science and technology in current Indian textbooks and uses India's controversial Sadar Sarovar Hydro-Electric Project as a case example. (SM)

Alfred North Whitehead's theory suggests that science teachers who try to increase student interest by making science more pure (covering more material) actually produce less learning and that graphs, formulas, and presentationally immediate symbols do not motivate students. Teachers must master materials being covered, introduce relevant…

Responds to a critique of an article about science teachers' honor, explaining that the original article was not intended to help student teachers, but rather to be a celebration of teaching, its moral purpose, and inner sense of honor. This response describes how moral values are situated and explains how identity is invaluable in the context of…

Investigates the role of aesthetics in biological inquiry and in appreciation of the concepts of biology. The paper focuses on the role of rhythm in biological process and in aesthetic experience, offering teachers background in the aesthetics of biology so they can better include aesthetic aspects of the science in teaching. (SM)

Examines whether teachers' views about the nature of science and scientific inquiry are reflected in their choice and design of learning experiences (particularly laboratory activities) and, therefore, are significant influences on students' understanding of science. (SM)

The paper examines how teachers and students should deal with steadily increasing amounts of knowledge in the life sciences, explaining that students must learn to be generalists to some extent. It is important for students to know theories and rules as well as how to apply them. (SM)

Assesses the United States' experience with physics curriculum development and teacher education from 1955-90. Although there were substantial improvements in the development of hands-on elementary and secondary school curricula, their effectiveness was largely negated by logistical problems in implementation and deficiencies in teacher…

By characterizing what 20 years of teaching history and philosophy of science have suggested to the author, this paper shows that this teaching has sown the seeds of skepticism and disbelief in a fashion parallel to that in which the introduction of science as a skeptical method vis-a-vis theology undermined belief in God. (SM)

Responds to an article about the honor of the science teacher which emphasizes professionalism and teacher knowledge. This response focuses on three points that can be reinterpreted in a Canadian or early years context: moral purpose and situated standards of honor (the last refuge of professional knowledge); social honor and self-image; and…

Examines reasons for embracing multiculturalism, arguing that multiculturalism is best defined in universalistic moral, rather than epistemic, terms. The paper criticizes the view that multiculturalism is incompatible with a universalistic conception of science, arguing that it is compatible with suitable epistemic universalism and discussing…

Argues that a full cultural context is important for teaching science to avoid losing the real value of science itself. Science education needs a fully integrated curriculum designed to teach students about scientific culture. The paper discusses problems with the traditional approach to science education. (SM)

Science teachers implementing educational research findings must choose between instructional prescriptions from Piaget's theory of cognitive development and from alternative conceptual frameworks theory. Contextual teaching using large context problems or science stories addresses both. The paper outlines a program that designs historically based…