Motivated by a long-term goal in education for measuring Taiwanese civic scientific literacy in media (SLiM), this work reports the detailed techniques to efficiently mine a concept map from 2 years of Chinese news articles (901,446 in total) for SLiM instrument development. From the Chinese news stories, key terms (important words or phrases),…

The purpose of this study was to find out how the scientific literacy themes are represented in the current Zambian high school chemistry syllabus, textbooks and grade twelve chemistry examination papers in an attempt to find out whether or not the chemistry course has adequate potential to contribute to the preparation of scientifically literate…

In the United States and around the world, calls for educational reform stress the need for a scientifically literate population, prepared for the twenty-first century workforce. These calls have translated into new curricula, which in isolation, are not enough? Teachers play an essential role in the development of scientifically literate…

Five high school biology textbooks were examined to determine the inclusion of four aspects of the nature of science: (a) science as a body of knowledge, (b) science as a way of investigating, (c) science as a way of thinking, and (d) science and its interactions with technology and society. The textbooks analyzed were "BSCS Biology--A Human…

Understanding the nature of science is even more important than mastering its details, says Alan Leshner, Chief Executive Officer of the American Association for the Advancement of Science, in an interview with Educational Leadership. In this article, Leshner discusses the controversy about teaching evolution, and he asserts that demands to…

Analyzes high school biology textbooks with the aim of providing descriptive information and determining the emphasis on scientific literacy themes of body of knowledge, nature of science, inquiry, and Science-Technology-Society (STS) issues. Concludes that the textbooks focus mainly on the knowledge of science and divorce science content from the…

This article analyzes how science classes carry ideological elements and how that has ethical and deontological consequences with respect to science teaching. Provided are some examples of ideologizing, presenting a worldview, biased contents, and biased image of science. (YP)

Explored are the following dimensions of scientific literacy: the ethos of modern science and the cumulative achievements of science and technology in the history of the United States and in the nature of contemporary society. Also discussed is the reform movement in science education. (KR)

A nonmajors course entitled Ideas and Concepts in Physics that surveys the conception and development of ideas in classical and modern physics is described. Details of the syllabus and suggestions for incorporating an historical approach into the physics curriculum on both the precollege and college levels are provided. A bibliography of materials…

Reviews a science textbook entitled "Logical Reasoning in Science & Technology" which teaches traditional scientific facts, principles, and processes embedded in a social and technological context meaningful to an adolescent. Stresses critical-thinking and decision-making skills. Contains 28 references. (DDR)

Summarized are the comments of four chemists who spoke at a conference on chemistry in March 1989. Presenters included Frank H. Westheimer of Harvard University, John L. Burmeister of the University of Delaware, Henry A. Bent of the University of Pittsburgh, and Miles Pickering of Princeton University. (CW)

The required changes in the way science is taught so that a science/technology/society educational system can be implemented are described. The topics of computers, telecommunications, student projects, science museums, science textbooks, teacher training, cooperation from school leadership, rural science education, business and industry, and…