Analyzes the process of large scale curriculum development. Locates the projects and their development within the range of approaches advocated in science education and considers the practical decisions taken during the development in relation to theories of curriculum development and change. (ZWH)

Discusses the problems of adapting science curriculum materials from one country to another and from one language to another. The history of science curriculum adaptation and a systematic approach to curriculum adaptation are also included. (HM)

Describes the adaptation process involved in modifying the outdoor biology instructional strategies (OBIS) project to the local environment and educational system in Israel. (HM)

Illustrates the modifications needed to use Bloom's Taxonomy of Educational Objectives'' in providing cognitive level profiles of curriculum materials by reference to an elementary science project. Modifications take account of alternate teaching strategies and student background. (AL)

There are differences between experienced BSCS biology teachers and those beginning to use BSCS, with respect to the ranking of objectives in order of importance and in the estimation of the ease of achieving the objectives. There is a disparity between the teachers' priorities and their expectations of achieving the objectives. (AL)

Provides a brief analysis of the nature of science teaching and curriculum development in science in Africa during the past two decades. Also suggests possible future directions. Included is a table listing several African curriculum projects with related general principles fostered and materials used. (JN)

Investigated the main concerns of teachers teaching the Israel High School Biology Project (IHBP). This program, implemented about 15 years ago, is an adaptation of the Biological Sciences Curriculum Project Yellow Version. Areas examined include how teachers perceive the program and what changes they would make. (JN)

Discusses some of the problems faced by technical advisors implementing projects for the improvement of science education in Africa and reasons for these problems. Problem areas considered include underdevelopment, underestimating the process, finances, personality conflict and motivation, and opposition from key groups. (A list of major UNESCO…

This inquiry examines the personal attribute and environmental factors that contribute to and impede science teacher-leader development. Using a narrative approach, the inquiry focuses on the experiences of three teachers in three different New Zealand primary schools (years 1-6) as they develop in their capabilities as science teacher-leaders…

Summarizes positions regarding the role of the history of science in science education since 1950. Also considers the present state of research on attitudes toward science. Discusses data from Harvard Project Physics, a curriculum project making significant use of history of science materials. Makes recommendations regarding teaching, materials…

Describes the evaluation and revision of the O-level Nuffield chemistry student and teacher curriculum materials. Includes a discussion of the rationale for the evaluation process and the methodology used. (JN)

Curriculum planning, even in a developed country, is not without problems. Curriculum planners in developing countries are faced with dilemmas at almost every level of decision making. The revision of the Malaysian physics curriculum is detailed in this article. (PB)

Described is a Dutch thematics physics curriculum recently developed for the average academic secondary student. Discussed are the structure, contents of units, and systematic units of the curriculum. (CW)

Describes the background and 38 steps of the development of the Australian Science Education Project (ASEP) Curriculum. Discusses some implications and eight points using formative evaluation to improve science curriculum materials. (YP)

Criticized are the National Science Foundation (NSF) funded curriculum reforms during the post-Sputnik epoch. The parallels and contrasts between the proposals of today's NSF and those supported during the late 1950s and early 1960s are outlined. The proper role of a policymaking body in American education is recommended. (YP)