Advocates of Intelligent Design (ID) theory argue that evolution is a theory in crisis, ID is a legitimate scientific theory, and biology teachers should teach the controversy. Supporters of evolutionary theory testify that ID is a religious, not scientific, concept, and evolution is in no danger of bankruptcy, having survived 140 years of…

In this paper, we report some reflections on science and education, in relation to teaching and research in the field of complex and controversial socio-environmental issues. Starting from an examination of the literature on the epistemological aspects of the science of controversial issues, and introducing the perspective of complexity, the…

Seventy undergraduate class sections were examined from the database of Astronomy Diagnostic Test (ADT) results of Deming and Hufnagel to determine if course format correlated with ADT normalized gain scores. Normalized gains were calculated for four different classroom scenarios: lecture, lecture with discussion, lecture with lab, and lecture…

There has been a long, evolving, and often politically charged debate as to what the nonmajor student should know about science. There are a number of secondary, but nevertheless important, differences between majors and nonmajors courses. Majors courses are commonly viewed as harder, more rigorous, and more comprehensive--unfortunately, there is…

By using pseudoscientific examples to show what science is not, instructors can generate a healthy skepticism in students while making them understand how science applies to their daily lives. A course incorporating such pseudoscientific examples (including extra-sensory perception -- ESP) is described. (JN)

Demonstrates, with a set of definitive examples, how polymer principles can be introduced into the first undergraduate physical chemistry course in a very natural way. The intent is to encourage introduction of polymer-related material into conventional physical chemistry courses without sacrificing any rigor associated with such courses. (JN)

Describes the specifics of instruction in thermodynamics using a problem-solving technique introduced in a previous issue of this journal. (CS)

Explores some of the problems that may be encountered by an institution when trying to design science courses for delivery at a distance. Describes solutions to these problems that have been adopted by Athabasca University in Alberta, Canada. (DDR)

Urges educators to concentrate on science education for the majority of students, not a select few. Explains the major cause of disinterest and failure--the way science courses are structured, sequenced, and taught. Proposes a revised U.S. high school curriculum requiring ongoing courses in biology, chemistry, and physics for all students. (MLH)

Provides both the pedagogic and scientific thinking that guided the construction of a classroom role play called "The Great Evolution Debate," which is about the publication of Darwin's "The Origin of Species." Provides tentative findings regarding learning from role playing. (ZWH)

Reports on a study that asked 31 inservice secondary science teachers to complete a survey on topics for inclusion in a secondary science methods course. Concludes that the majority of prespecified potential topics were judged important enough by these teachers to warrant inclusion in a methods course, though no individual-added topic appeared on…

Science controversy has the potential to reinforce students' understanding of important biological concepts as well as helping students forge connections between concepts they may have previously seen disparate. Science controversy has the potential to help students make cross-disciplinary connections and therefore it should become an integral…

Exposing students to content outside of the classroom encourages them to take control of their learning. This article describes three methods for redesigning courses to create more class time for the development of higher-order skills. The combination of in-and out-of-class activities improves student learning without sacrificing course content.…

Reports on a study into how the history of chemistry is being taught in colleges and universities. Results indicate that courses on the history of chemistry are hardly ever required of chemistry majors, and they are offered in only 10 percent of American Chemical Society approved chemistry departments. (TW)

Discussed is the need for examining the reasons for teaching optics to help to determine how optics should be taught. (SL)