Students need to develop knowledge and skills in order to ascertain whether scientific evidence justifies a claim or a conclusion. Suggests that critical feminist interpretive frameworks may be able to alter the ways in which science research is conducted. Scientists from marginalized groups have spent years convincing other scientists that their…

Clarifies the position of the National Science Teachers Association (NSTA) on informal science education. NSTA support of all elements of informal science education is strong and this position statement includes many specific examples of informal science education. (DDR)

Presents an activity designed to stimulate student interest and facilitate the study of microorganisms. Focuses on an epidemic situation in which students play the role of epidemiologists. (DDR)

Delivers an account of how curriculum and cultural change was mediated by "educational actors" over the last century, employing pragmatic arguments for reform which drew on the metaphoric power of scientific achievements. Contains 70 references. (Author/DDR)

Describes an empirical qualitative analysis of some of the traditional practices and beliefs with respect to health regimens and marine-related activities that operate in the daily lives of people in a village in Trinidad and Tobago. Contains 28 references. (DDR)

Teaching science is justified by linking scientific ways of thinking with the advancement of democratic society. Claims that science education must reflect the ways in which the theories and practices of science are constrained by the real world. Presents three goals of science education that can help defend it from antiscientific criticisms.…

Summarizes the status of the evolution/creationism debate in contemporary society. Makes recommendations for scientists and science educators to advance the popular acceptance and understanding of evolution. Contains 74 references. (WRM)

Describes a teaching resource designed to provide young Australians with a motivating science curriculum. Provides timely information and covers a variety of topics that are interesting to students. (DDR)

Presents the results of a study that elucidates children's developing powers of explanation as they relate to global warming and ozone depletion. Discusses the results using charts and provides questions from the questionnaire used in the study. (DDR)

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)

Argues that a mandate of four years of advanced high school mathematics and science for students of average or above-average ability is a sound idea of great benefit to the student, the nation, and society as a whole. (DDR)

Assesses the environmental literacy of secondary teachers via survey and analyzes predictors of teachers' responsible environmental behavior. Discusses implications for program development and instructional practice and makes recommendations for further research. Contains 69 references. (DDR)

Examines Hong Kong's environmental-education initiatives beyond schooling, with reference to the engagement of environmental nongovernmental organizations (NGOs) under an emerging sponsorship routine. Contains 49 references. (DDR)

Evaluates the participation of high school students in the activities of an international conference on experimental biology. Students develop criteria to overcome difficulties with vocabulary and content and acquire updated scientific information. (Author/DDR)

The emphasis in both the National Science Education Standards (NSES) and "Science for All Americans" is on "science as inquiry" and inquiry-based science instruction as a way to accomplish the goals of science literacy. The NSES considers science as inquiry as a part of the content of science and include science as inquiry…