Responds to a position paper by Paul DeHart Hurd on the cultural roots of the focus on a science, technology, and society (STS) context for science teaching. Argues that implementation of STS education does not appear to be widespread, thus refuting Hurd's claim. (DDR)

Discusses the mission of the National Science Foundation (NSF) in the context of a national strategy for science and mathematics education. Specifies the agenda of the organization as it relates to mathematics, science, engineering, and technology. Outlines what must occur for this agenda to be in place. (DDR)

Provides an in-depth look at what it means to be scientifically literate. Argues that if teachers are going to help students achieve true scientific literacy, they must agree upon a definition and reach a common understanding of the nature of scientific literacy. (DDR)

States unequivocally that the classification of humans into races has no validity within the discipline of biology. Maintains that such classification is strictly cultural and any attempt to discern differences in cognitive or other abilities among populations must confront the limits of scientific knowledge. (MJP)

Praises recent efforts to integrate study of science and technology with the broader society, including the science/technology/society movement and Project 2061. Warns of the dangers of splitting the social sciences and natural sciences, and of the limitations represented by the recent focus on "cultural literacy." Advocates the…

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)

Reviews several arguments deployed in favor of promoting the public understanding of science. Examines assumptions embodied in these arguments. An introductory discussion of scientific literacy is given and suggested as being a more appropriate goal because it provides more criteria for assessing the nature and understanding of science. (RT)

Described is a science, technology, and society (STS) segment of an elementary science methods course for preservice science teachers. An outline of a typical STS investigation is presented. Evaluation of this segment of the methods course is discussed. (CW)

Discusses three points of view on the place of science and technology in African society. Examines the relationship that exists between cultural values and science and technology development. Provides implications at three levels of technology. (Author/YP)

Discusses the human use of the planet earth. Describes the global patterns and the regional aspects of change. Four requirements for the cultivation of leadership and institutional competence are suggested. Lists five references for further reading. (YP)

Explains a technocratic ideology--providing the future leaders of society--as main theme of school science reform. Describes the historical frameworks of interpretation. Discusses the growth and failure of the reform. (YP)

Examines the rise of the general science course and its implications for the reform of secondary science education. Concludes that while recent reforms emphasize the personal and social character of science and the use of the scientific method, they will not necessarily make students more scientifically literate or train them to think about…

Describes the Nuffield project that served as a resource for science centers across England and as a vehicle for the European Collaborative for Science, Industry, and Technology Exhibitions. Discusses the network of contacts extending from the BBC and British Association to science centers worldwide following the inception of the project by the…

Explains the origin and purpose of the National Science Education Standards. Defines what is meant by the term standards and describes the function of the National Science Education Standards as contributing to the development of a scientifically literate population. Contains 22 references. (DDR)

Reports on part of a survey into the teaching and learning of radiation and radioactivity that focuses on the relationships between students' feelings about and liking for the topics. Suggests that the nature of the content does affect the learning of some students. (DDR)