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…

Describes a high school biology course that utilizes the science-technology-society approach. The course developed from research findings that high school students are interested in learning about themselves--mainly their bodies. Evaluation of the program revealed that it was successful in accomplishing learning objectives. (PR)

The background and history of light and fiber optics are discussed. Applications for light passed either directly or indirectly through optical fibers are described. Suggestions for science activities that use fiber optics are provided. (KR)

The authors describe a simple forecasting strategy that focuses on environmental and global topics. Students choose their own topics, collect and analyze data, make predictions, and present findings to the class. Authors claim the following advantages of forecasting: students become motivated; work in cooperative groups; increase skills in…

Describes changes to a traditional study of population in yeast colonies. Changes to the procedures include: (1) only one culture per student team; (2) cultures are inoculated only once; and (3) the same tube is sampled daily. (DDR)

Safe science in schools depends on the premise that students and teachers share similar perceptions on issues of safety related to the general level of a student's maturity. Suggests that a divergence rather than a convergence of perception actually occurs. (DDR)

Argues for national consciousness raising about the need for holding high expectations for all students, expecting virtually all of them to succeed. Recommends the removal of false notions about which groups possess the aptitude for technical subjects. Contains 16 references. (DDR)

Presents aspects of current thinking about the environment within the international community. Discusses an inquiry into practice among secondary science teachers (N=81) in England. Contains 38 references. (DDR)

Cites common misconceptions about religion and science teaching in the United States. Focuses on the relevance of teaching the theory of evolution, and presents background information on each point. (DDR)

Describes an activity in which students try to assess the problematics of modifying brackish saline water to grow high-quality crops. Students grow seedlings in solution culture over a two-week period to learn about the effects of salts, ions, and essential plant nutrients. (WRM)

Describes and analyzes five years of an attempt to introduce the public understanding of science as a subject in its own right to be taught in The Netherlands. Concludes that in spite of its status as a separate subject, the current vision of the course does not yet have a clear identity that distinguishes it from traditional school science…

Presents some classic information on the biology of insects as well as some new research on ants, butterflies, and beetles. Contains 22 references. (WRM)

Introduces a method for constructing phylogenies using molecular traits and elementary graph theory. Discusses analyzing molecular data and using weighted graphs, minimum-weight spanning trees, and rooted cube phylogenies to display the data. (DDR)

Describes the use of dioramas in natural-history museum exhibits. Discusses the roots of dioramas, the process of creating an illusion, the purposes of dioramas, and criticisms of the use of dioramas. Contains 20 references. (DDR)

Describes a high school course entitled "Science Technology in Society". High school students use live video presentations and world wide web courseware. Concludes that distance learning students performed as well as traditionally instructed students. (SAH)