The state of science education in the United States has been targeted for special attention by the AAAS Board of Directors. Both the Board and the AAAS Council passed resolutions calling for a reverse in the decline of science education in this country. In addition, the theme for the 1982 Annual Meeting will be "Toward a National Commitment of Education Excellence in Science and Engineering for...

The recent push for more authentic teaching and learning in science, technology, engineering, and mathematics indicates a shared agreement that undergraduates require greater exposure to professional practices. There is considerable variation, however, in how "authentic" science education is defined. In this paper we present our definition of authenticity as it applies to an "authentic" large-s...

Science begins by asking questions and then seeking answers. Young children understand this intuitively as they explore and try to make sense of their surroundings. However, science education focuses upon the end game of "facts" rather than the exploratory root of the scientific process. Encouraging questioning helps to bring the true spirit of science into our educational system, and the art o...

Plagiarism is a serious problem in computer science. This paper reports the analyses of data about plagiarism that was gathered from master level students in computing. We have identified how students perceive plagiarism, how they choose to respond when faced by a scenario involving plagiarism, and what drives them to take a particular stance or adopt an action. The data-driven analyses show co...

This article presents an axiomatic expression of science education: [SCIENCE EDUCATION] is a system of teaching [SCIENCE]. The axiom includes two indefinable terms, [SCIENCE EDUCATION] and [SCIENCE]. In the same way that axiomatics of geometry distinguishes among axioms, postulates and theorems, the axiom presupposes a distinction among the three stages of cognition: axiom, postulate and theore...