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This study examined the impact of college general education science-technology-society (STS) and Physics courses on students' views about STS interactions. Two samples of convenience took part in the investigation, one consisting of 138 students enrolled in an STS course, and the other of 122 students enrolled in a physics course. Data were collected using 16 multiple-choice items selected from the "Views on Science-Technology-Society" (VOSTS) item pool, an empirically developed instrument, as a pretest and posttest. A new scoring procedure was developed for the VOSTS items, in which responses were classified as either Realistic, Has Merit, or Naive, with ordinal point values of 3, 2, or 1, respectively assigned to the categories. This allowed hypotheses to be tested using inferential statistics. The findings implied that general education physics courses should not be expected to help students develop more realistic understandings of STS interactions. Also, STS general education courses will have room for improvement if it is desired that they help students build appropriate views about STS interactions. Contains 34 references and 18 tables of statistical results. (Author)

Explores the inclusion of science-technology-society (STS) education in social studies. Provides background information on global warming and the depletion of the ozone layer. Focuses on reasons for teaching global climate change in the social studies classroom and includes teaching suggestions. Offers a list of Web sites about global climate change. (CMK)

A learning cycle lesson consists of three phases: concept exploration, concept introduction, and concept application. Describes the application of the learning cycle model to the design of inservice and preservice teacher education curriculum. (MDH)

Guidelines for research proposal preparation are presented to assist graduate students. The following components of educational research proposals are described: title page, introduction, methodology, schedule and budget, and bibliography or references. The introductory section enables the researcher to: define the study's purpose, review relevant literature, state research questions and hypotheses, and discuss the significance of the study. Preparing the methodology section requires consideration of the research design, data sources, experimental treatments, instrumentation, data collection methods, and data analysis methods. The degree of detail that should be included in the methodology section is dependent on whether enough information is provided for a reader to carry out the study. The schedule indicates when major events (e.g., those described in the methodology) will occur. For the budget, a two column format can be used to communicate anticipated research expenditures. Categorizing the items under major headings (e.g., instructional materials, travel) is helpful. (SW)