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                          %NEGLECTED TOPICS SCIENCE+790826
                      %EDUCATION PROFESSOR STUDENTS 790826

     Science  educators  have systematically neglected  to
give professional attention to the following topics in the
context of college, university, and graduate teaching.

     1.   The alienation of scientists from  non-technical
people.

     2.  The contrast in personal values of scientists and
non-technical people.

     3.    The limits of the  scientists'   subject-object
dichotomy presuppositions.

     4.  Assessment of students' readiness to learn.

     5.    Promotion  of  the  development  of  personally
balanced science teachers.

     6.  Problems created by lack of sexual experience and
maturity in teachers.

     7.     Subtle  unconscious  discriminations   against
females in physics education.

     8.  Concrete operational experiences as prerequisites
to theoretical learning.

     9.  Factors influencing dispositions occasioning uses
of science/technology.

    10.    Clearly stating when scientific analysis is not
appropriate.

    11.    The  role of affection and emotions in  science
education.

    12.    Ways  to promote curiosity,  initiatives,   and
creativity.

    13.    How  to improve communication from students  to
science teachers.

    14.   Factors affecting students'  motivation to learn
science.

    15.    How  to  keep  scientific  theory  related   to
students' personal experiences.

    16.     Training  students  to  teach   in   colleges,
universities, and graduate schools.

    17.   What graduate school science teachers can  learn
from public school teachers.

                                                                                                                               
                         (c) 2005 by Paul A. Smith in      
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