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A case is developed for including social issues in science teaching, based on a belief that such inclusion can make science more meaningful and can contribute to the development of intelligence. The Human Sciences Project, in which science and related social issues are combined in curriculum modules for students ages 11-14, is described. The content of these interdisciplinary modules is grouped into problem areas and levels of student competence. Also described are materials being developed for senior high school and college students. Other aspects of these curricula, such as student and public acceptance, and the ability of science instructors to teach social issues, are discussed. (MH)

The author begins this address to the Association for the Education of Teachers of Science by consideration of the social context of science education. After discussing the effects of the idea of assimilation of individuals and groups into the American mainstream and of the "youth crisis," he focuses on issues of science curricula. Arguing that the students' cognitive, physical, and social development should be more important than I.Q. in determining appropriate science curriculum, the author observes that multiple science curricula are needed. The tendency of curriculum developers and users to consider science as "the" way of knowing should be replaced with an approach stressing the meaningful use of science as a way of knowing. In conclusion, the author addresses goals of science education and their relation to the politics of science education. (SD)