The people at Inverness Research Associates spent 12 years studying Community Science Workshops (CSW) in California and in six other states. They gathered statistics on the scale, scope, and cost-efficiency of CSW services to youth. They observed youth at work in the shops--taking apart computers, repairing bikes, growing plants, and so on--and…

Discussed are some of the issues which were considered when the International Union of Pure and Applied Chemistry revised its guide to notation in physical chemistry. Included are the choice between SI and non-SI units and choosing sensible names and symbols for quantities. (CW)

The impact and uses of new technologies in science teaching are discussed. Included are computers, software, sensors, integrated circuits, computer signal access, and computer interfaces. Uses and advantages of these new technologies are suggested. (CW)

This publication has been prepared to provide scientific divers with guidance on safe practice under varying experimental and environmental conditions. The Code offers advice and recommendations on administrative practices, insurance, terms of employment, medical standards, training standards, dive planning, safety with different breathing gases…

The Science Activities Action Research Group considered problems related to using science activities in teaching/learning of science ideas, problems previously identified and described during exploratory/in-depth phases of the Learning in Science Project. Three specific tasks were formulated by the group, including: investigating wording of…

Reviewed are six programs at different colleges and universities which provide research opportunities for undergraduate students in physics, astronomy, marine biology, meteorology, and anthropology. Background, features, and accomplishments of the programs are discussed. (CW)

Addresses whether or not science laboratory activities should become a thing of the past. Discusses the impact of the curriculum reforms of the 1960s and 1970s, physical restraints which cause teacher overload, rationale, and objectives of laboratory work. (RT)

The Learning in Science Project established that children from a young age construct out of their everyday experiences views which they use to establish their world and that these views are remarkably resistant to replacement by scientifically more useful views. Although science lessons tend to be based upon activities which are designed by…

Presented are the highlights and an analysis of The Neal Report on undergraduate science education. Included are an overview of the report and discussions and recommendations on laboratories; curriculum; industry/academic coupling; centers for instructional research and development; faculty exchange; teaching internships; and undergraduate women,…

Four papers to be used in conjunction with video-tapes developed by the Learning in Science Project are presented. Topic areas of the papers focus on: (1) animals; (2) electric current; (3) force; and (4) science activities. The first paper presents transcripts of class discussions focusing on the scientific meaning of the word animal. The second…

Discussed is the integration of microcomputers into the science laboratory curriculum. The approach provides an exposure to important aspects of computer technology while preserving concrete experiences provided by hands-on laboratories. (CW)

Discusses the rapid increase in interest in biotechnology. Emphasizes the implications for inservice training of teachers. Describes a means of producing a modular course which may be flexibly used for inservice work. Focuses on improving the background knowledge of teachers, giving relevant practice experience and considering various teaching…

There is evidence that more boys than girls have experience in activities related to science and mathematics outside of school and that there are a number of kinds of interventions that can sustain girls' interest and participation in science and mathematics. What is missing is a theoretical explanation for the phenomenon that more boys than girls…

Many students, even after formal science instruction, have not developed a scientifically acceptable concept of "living,""animal," or "plant." Therefore, as part of the action-research phase of the Learning in Science Project, a working group was formed to explore (with teachers) some possible strategies aimed at…

In the action-research phase of the Learning in Science Project, four groups of people worked on problems identified in the project's second (in-depth) phase. The Chemistry Action-Research Group considered problems related to the teaching and learning of ideas associated with particles and physical/chemical changes. Based on findings during the…