Provides details on the chemical composition of trees including a definition of wood. Also includes an activity on anthocyanins as well as a discussion of the resistance of wood to solvents and chemicals. Lists interesting products from trees. (DDR)

Explores the extent to which culture and school ethos with regard to the environment are influential factors in children's views of global and environmental problems. (Contains 43 references.) (DDR)

Discussed is the history and elements of the personal computer. Its uses as a laboratory assistant and generic toolkit for mathematical analysis and modeling are included. The future of the personal computer in research is addressed. (KR)

Presented is the position that the only goal for nonscience majors is scientific literacy, and that this goal can only be achieved through separate science courses for nonmajors. Two approaches to accomplish this and some issues of concern are examined. (KR)

Claims scientific literacy is important for all college students, including nonscience majors. Discusses issues related to scientific literacy and courses that include scientific literacy. (YP)

Outlines the developments of a conception of the interaction between science, technology, and society in science education. Classifies the varieties of curriculum materials using an epistemological typology. (Author/YP)

Introduces a science curriculum for junior secondary schools in Botswana. Describes the country's background and how the curriculum is related to local and national needs. Provides a list of syllabus topics and a list of general and lesson objectives from one topic. (Author/YP)

Discussed is the change and diversity of scientific information. States goals of future science education: motivation, search, principles, information, orientation, world view, and creativity. Lists the orientational skills of science education. (YP)

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)

This syllabus describes the course objective, examinations and grading, term papers and class presentation, and references. Provides a table of assignments and schedule describing topics and contents. (YP)

Reviews several surveys on public attitude towards science and technology. Provides some questions and the response distribution tables across years. Discusses the survey research organizations, survey methodology, evaluation of the survey, and conclusions. (YP)

Described is a study to determine the relationship between energy knowledge and gender. Differences in levels of energy understanding were related to both gender and geographical location. Also noted is a low level of energy literacy in general. (CW)

Identifies disciplinary patterns of philosophy of technology, business history, urban history, physical science history, technological history, and labor history in the continuum of micro perspective and technical determinism. Provides examples and suggests a new synthesis. (YP)

Discusses the change of the Great Tradition in India which occurred by the invasion of modern science and technology including the concepts of time, past, word, matter and mind, structure and change, and relationships. Suggests recommendations for creative use of modern science and technology. (YP)

Presented is a collection of poems from the seventeenth through nineteenth centuries that have asked questions about the social consequences of science and technology. Discussed are the beliefs of poets toward scientific knowledge and advances in technology. (KR)