Describes the history and seven major characteristics of Nebraska Physical Science Project (NPSP). Characteristics include the reduction of artificial disciplinary lines by integration of chemistry and physics, self directed learning, self pacing, multiple resources for teachers and students, and emphasis on behavioral objectives. (PR)

The interdisciplinary and multidisciplinary curriculum at the experimental high school on the Sde Boker campus of Ben Gurion University in the Negev, Israel, is described. It is viewed as a worldwide model available to academic communities to study the impact of environment on survival of all living things. (MP)

Describes integrated science activity by UNESCO and in the countries of the Philippines, Singapore, Thailand, Malaysia, Japan, Australia, the United Kingdom, Isreal, and the Carribean. (GS)

Described is the experience in two schools with the adoption of two science curricula, The Man-Made World and The Technology-People-Environment. The success and difficulties with the programs are discussed. (MP)

A call is made for the integration of science and social studies education in elementary and secondary schools. Examples are given of situations where instruction has been integrated over the two areas. It is felt instruction can be provided which focuses on problem solving and decision making. (MP)

Details of the current energy crisis and the need for educational energy programs are presented. The author presents an outline of energy education concepts and promotes the need for an energy-literate society. (MP)

An approach to inservice training for teachers of elementary mathematics, designed to meet a set of common problems, is noted. The organization places a mathematics course between two education courses. A sandwich approach to whole number arithmetic is detailed. The method is viewed workable for any mathematics curriculum area. (MP)

This paper, presented at the 1971 Annual School Science and Mathematics Association Convention, identifies crucial directions in science curriculum planning and discusses the supporting rationale. (DT)

Outlines the basic requirements for genuinely transdisciplinary studies. Describes ways of transcending the boundaries of the disciplines and describes a learning environment that would facilitate integration. (GS)

States that real problem solving must become an effective and integral part of education at all levels. Describes the relationship of real problem solving to the USMES class, interdisciplinary education, and the total school program. (GS)

Describes the science program offered at Forest View High School, Arlington Heights, Illinois. A wide variety of science courses have been included in the program in response to a survey of student opinion regarding the science topics that they wished to study. (JR)

The science curriculum in Anne Arundel County Maryland specifies a scheme for major unifying concepts in science and a scheme for scientific literacy as the basic structure of the program. (GS)