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Several researches have shown that students record low achievement in basic science. This has been attributed to conventional lecture method commonly used by science teachers. Scholars have thus recommended the use of other innovative strategies that could facilitate the teaching and learning of basic science. Two of such strategies are Cognitive Apprenticeship and Critical Exploration Teaching Strategies. There is paucity of research on effects of these two strategies on students' achievement in basic science. This study therefore, used Cognitive Apprenticeship Strategy (CAS) and Critical Exploration Teaching Strategies (CES) to enhance students' achievement in basic science in Osun State. The study adopted a pretest-posttest control group quasi-experimental design using multi-stage sampling technique to select two hundred and seventy JSS students from nine junior secondary schools in three local government areas of Osun state. The schools were randomly assigned to experimental (CAS and CES) and control (CS) groups, and treatments lasted for 12 weeks. Validated instrument titled: "Basic Science Students Achievement test (r=0.81) was used in the study. One hypothesis was tested at 0.05 level of significance. Data were analysed using ANCOVA and Duncan Post hoc test. The result showed that there was significant main effect of treatment on students' achievement in basic science (F (2,257) =66.56; ?2=.34). Cognitive Apprenticeship Strategy students (=13.35) performed better than Critical Exploration Strategy (=13.23) and Conventional Strategy (=7.90). Cognitive Apprenticeship and Critical Exploration teaching strategies greatly enhanced students' academic achievement in Basic science. It was recommended that curriculum developers and basic science teachers should adopt the two activity-based strategies for the improvement of students' achievement in basic science.

AbstractThe history of American public education has generally been considered as a steady transition from religious and sectarian to secular and pluralist, with the role of science in education increasing as the role of religion decreased. This article examines a conception of the role of religion in education that does not fit this narrative, the "social religion" of theorists of moral and character education in the 1920s. Relying on ideas of religious naturalism and with an orientation toward the practical effects of religious belief, this community of scholars asserted a concept of religion that would allow it to be at the heart of the common school project, uniting all under the common morality of the social good. Influenced both by liberal Protestant humanism and the scientific worldview pervasive in education reform at the time, these character educationists' ideas remind us of the historical contingency of categories like "religious" and of the antiquity of ideas we might classify under the heading of spirituality in American culture.

The history of Marxism in relation to science is extraordinarily dense and dramatic. Although it is a fascinating and important story, it is one increasingly forgotten.

Throughout the United States and elsewhere in the Western world since World War II, there has been a grow ing interest in medicine. As early as the 1930's, popular accounts of scientific developments began to interest lay readers in medical care and innovation. The significant involvement of social and behavioral scientists in medical education and research began a decade ago and has increased rapidly. It has become apparent that the understanding of health and disease requires a holistic frame of reference in which the psychological, social, and cultural aspects of human behavior are appropriately related to the biological nature of man and the physical environ ment in which he lives. Emphasis upon the holistic approach to medical science and upon comprehensive health care has moved medicine to seek the services of social scientists, notably in connection with public health, preventive medicine, and psychiatry. And, as conceptualization and methodology in the social sciences have matured, social scientists have increasingly tended to interest themselves in applied fields and have come to grasp the significance of health and medicine as a major focus of organized human behavior. Thus, medical science, social science, and popular interest merge to formulate con temporary approaches and norms in health care.—Ed.