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)

During the past fifty years movements to reform science education have used the same ideas for changing the context of science teaching. Policies need to be established for identifying the knowledge and skills necessary for reformulating the science curriculum. (MD)

Presented is a discussion of curriculum planning in science in Australian schools and a review of the Australian Science Education Project. (SL)

Presents the author's reasons for supporting the CHEMS program. Also characterizes aspects of his teaching regarded as significant in teaching chemistry, including prompt return of assignments, test retakes, videotaping. inclusion of organic chemistry, ability grouping of students, avoidance of specialization, and departmental testing. (CS)

This article defines inquiry, analyzes the results of the implementation of inquiry-based science curricula in the 1960s, and supports the continued emphasis on inquiry-oriented teaching in the back-to-basic curriculum reform presently being advocated. (CS)

Described is the Independent Learning Project for Advanced Chemistry (ILPAC) which is sponsored by the Inter London Education Authority and utilized by 120 A-level students in the London schools. There are 21 written units included which contain explanations, exercises, instructions for practicals, tests, and assignments. (Author/DS)

Describes the development of the Australian biological curriculum materials, "Biological Science: The Web of Life," as a result of linking efforts with the United States BSCS "color versions" in biology. (CS)

Describes the reordering of a ninth-grade physics course that aimed at making core concepts clear to the students while at the same time developing students' skills and depth of understanding. Discusses its benefits and associated problems. (JRH)

This bibliography relates the various experimental studies done in elementary school science. Every attempt was made to provide a bibliography that is as comprehensive as possible. Only a selected number of the publications put out by the projects themselves are listed. Bibliographical information is provided for obtaining a continuous source of…

Describes the Project Physics curriculum, including its origins, content and structure, current level of use, and philosophy of its approach. (MLH)

Contends that school science programs should return to the visionary programs of the 1960's, which developed logical thinking and problem solving. These have since given way to a barren emphasis on fact acquisition and "cookbook" lab activities. (TE)

Argues that science programs developed during the 1960's should be replaced by "science/technology/society" (S/T/S) programs, which build on students' curiosity and concern about local problems. (TE)

Describes the development and rationale of a hands-on, process-oriented elementary science curriculum that emphasizes decision making, problem solving, current issues, and the human element in science and technology. (JHZ)

Elementary Science Study (ESS) materials provide ample opportunities for inquiry teaching in large number of content areas. List of some units is given with brief description of the scope of activities therein. (PS)