Most pupils to whom science is taught in schools will not afterwards be in a position to 'do science. Are they to be left in the hands of the 'doers'? (Editor)

Describes a project on labwork at upper secondary and undergraduate levels that was launched in 1996 and funded by the European Commission. Presents new research questions focusing on three objectives: (1) conceptual; (2) epistemological; and (3) procedural. (Contains 28 references.) (Author/YDS)

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 some of the problems associated with the organization of a British chemistry course. Results that can be achieved in this Mode 3 O-Level chemistry course are also discussed. (HM)

Students in two Camden County high schools planned and built a space shuttle project to send ants into space to examine the effects of weightlessness on a life colony. The experiments, tests, colony design, development of a computer-controlled environment, and production are described. (CM)

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)

Discusses various methods the author has used in high school chemistry classes to maintain interest and keep grades at an acceptable standard. Integrated within the curriculum are research projects, library research, creative work, laboratory write-ups; a two-level curriculum is provided for nonscience and science majors. (CS)

Describes a chemistry program offered at East Mecklenburg High School in Charlotte, North Carolina. The philosophy underlying this program and its teaching techniques are also included. (HM)

Feeling that projects in chemistry could be used effectively to enhance appreciation of chemistry, a project-based course for the first-year sixth formers was developed in 1973 and because of its success another was organized. Projects from both courses are described. (EB)

Describes the Science in Social Context (SISCON) project. The use of the SISCON in the British colleges, polytechnics and secondary schools and a list of the units, of the course are included. (HM)

Discusses whether electronics should be included as a subject at school, and describes the process of developing an O-level electronics course which is based on electronic systems for British schools. The course content and structure are also included. (HM)

Discusses a teaching method using investigational skills for Nuffield A-level Physics including assessment technique, change of the assessment criteria, advice for choosing the topic, and future development. (YP)

Introduces a system for grading independent research projects. Recommends the use of three grading periods to avoid the overload of the grading duties in short periods and to provide students step by step guides. Shows an outline of the system including due dates, duties and grading criteria. (YP)

Describes the British Gypsum, a school-industry science project, designed to link the school with local industry. Teaching strategy, some experiments, and evaluation of the project are also included. (HM)

Develops a teaching scheme for 11-13 year-olds based on different types of investigational practical work. Includes discussion of difficulties in investigations, four types of investigations, and deployment in the curriculum. (YP)