Described are science objectives for middle schools. Suggested objectives include recognition of student physical and intellectual development; problem solving skills; integration of science, math and social science skills; and development of creative curricula to assist early adolescents to cope in a scientific and technological world. (DS)

Discusses the characteristics and appropriate uses of objectives in teaching and argues that non-behavioral objectives (like behavioral objectives) are a valuable educational tool. (JR)

Reports the results of a study designed to determine the nature of research-oriented statements of objectives for the teaching of secondary school chemistry as found in selected professional periodicals of the 1918-1972 period. (Author/JR)

Factors believed to be major in influencing instruction in the waning years of this century are examined. It is felt teachers need assistance from many disciplines to be fully aware of the many implications various factors have for mathematics instruction. A list of eight contemporary goals for mathematics instruction is provided. (MP)

Junior college mathematics and science faculty members were surveyed concerning their opinions of the importance of five objectives of career education. The role of junior colleges in career education is discussed. (SD)

Fourteen science educators were asked to list the criteria they believed could be used in differentiating between process- and content-centered objectives, and to classify forty statements as being process-centered, content-centered, both, or not an instructional objective. Results showed a lack of agreement in classification among the…

Developing universities are called upon, not to emulate older established institutions, but to develop relevant new programs. (CP)

Sixty-three high school geometry teachers and college mathematics educators rated each of 35 geometry objectives on a scale from very important to unimportant. Results of these ratings are reported and discussed. (DT)

Surveys some predictions for the 21st century and presents data which stress the need for improving education. Cites inadequacies in present science course improvement projects and advocates changing the emphasis of science education to foster curiosity, creativity, competence, and compassion. (CP)

Observing that the ninth-grade general mathematics course has been relatively unaffected by recent curricular changes, the author calls for reexamination of the purposes of this course. Problem solving, vocabulary, and aesthetic appreciation in mathematics are addressed. (SD)

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)

Examines some alternative approaches to teaching science in the elementary school, and in particular compares the attributes of instructional approaches to those of experimental approaches. (JR)