Focuses on the curriculum movement. Discusses the educational conditions under which new courses would be developed. Explains the differences between the new science courses and traditional courses. First published in 1962. (YDS)

Supports the use of a science experiment option in the high school curriculum to enhance student learning. Presents a science experiment rubric and connects the use of science projects with standards. (DDR)

Authors discuss "the scientific method" and assert that laboratory scientists ask questions but seldom state formal hypotheses to be answered by controlled experiments. Authors suggest that experimental results should not be viewed as fact, and students should not be required to memorize the steps of the scientific method. (PR)

The Search for Excellence in Science Education (SESE) project gives national recognition to outstanding science programs. Descriptions of five high school physics programs selected by SESE are provided. Unique aspects of the programs, instructional strategies, and other areas are included. (BC)

Presents the National Science Education Standards as an exceptionally well researched tool intended to assist teachers in curriculum development. Describes an activity that meets the standards and encourages students to work together. (JRH)

Discusses the training and preparation for the transition to block scheduling. Provides a summary of some of the aspects of the four-by-four block schedule and describes strategies employed to modify instruction and curriculum. Includes two sample interdisciplinary activities. (DDR)

Shows how model rocketry can be included in physics curricula. Describes rocket construction, a rocket guide sheet, calculations and launch teams. Discusses the relationships of basic mechanics with rockets. (CW)

Describes how to approach block scheduling of science classes. Discusses the planning process, specific activities that work well in longer science classes, and techniques for motivating students. (DDR)

Describes a program in which second-year biology students use plasmid isolation to remove DNA from Escherichia coli bacteria and subsequently ligate and transform it into other E. coli bacteria. Cites ways teachers can get involved in current research that allows student participation. (RT)