GEO-Study, an NSF-sponsored study, conducted by the American Geological Institute (1962-64) to examine the educational environment of 44 geology departments, initiating a change in United States geological education. Discusses the early years of development and study (emphasizing undergraduate geological education) and the last 10 years during…

Reviews biology education from 1950 to the present and highlights major assessments of past efforts and current needs (emphasizing "critical elements" in biology curriculum/instruction noted in "Project Synthesis"). The historical perspective and data provided by the assessments are used to seek solutions for the remaining…

Provides evidence indicating that activity-based science programs substantially improve performance in science process/creativity; modestly increase performance on tests of logic, perception, language development, science content, and mathematics; modestly improve attitude toward science and science class; and have pronounced benefits for…

Describes Project COLD (Climate, Ocean, Land, Discovery) a scientific study of the Polar Regions, a collection of 35 modules used within the framework of existing subjects: oceanography, biology, geology, meterology, geography, social science. Includes a partial list of topics and one activity (geodesic dome) from a module. (Author/SK)

A conceptual model, which provides insight into the individual concerns that teachers adopting a new program may express, was employed in a study of science teachers (N=139) adopting the Intermediate Science Curriculum Study (ISCS). Results from a 35-item instrument (Stages of Concern Questionnaire), demographic data, and recommendations are…

Summarizes results of a survey on teachers' views of the Nuffield A-level physics course (NAP) including, among others, course content, philosophy, examinations, organization, and individual units. Suggests that most teachers surveyed were satisfied with their NAP course. (SK)

The African Primary Science Programme (APSP) was one of the three major projects in Africa sponsored by Educational Services Incorporated (ESI), later the Educational Development Center (EDC), Newton, Massachusetts. The problems of introducing this programme in the anglophone African States and its implications for science education are discussed.…

Outlines the stages of a research-development cycle based on experiences with a Dutch physics curriculum development project (PLON). Discusses two topics: the legitimation of specific contents of the curricula and the attention to lay ideas on scientific concepts. (Author/YP)

The Foundational Approaches in Science Teaching (FAST) is an interdisciplinary science program that began as a curriculum reform effort in the mid-1960s. This historical study provides insights into the FAST project and contributes to an understanding of the dynamics of survival of curricular and instructional innovations. Data collection methods…

This guide provides information on conducting a detailed program analysis using the New York State Program Evaluation Test in Science. The test consists of two required components (Objective Test and Manipulative Skills Test) and five optional components (Student Science Attitudes Survey; Student Science Program Environment Survey; Administrator…

This report traces the development of science education, particularly the elementary science curriculum, in Trinidad and Tobago. Problem areas are identified that have influenced science instruction and/or the lack of it. A model is presented for teacher involvement in elementary science curriculum development. Through this approach, approximately…

Crustal Evolution Education Project (CEEP) modules were designed to: (1) provide students with the methods and results of continuing investigations into the composition, history, and processes of the earth's crust and the application of this knowledge to man's activities and (2) to be used by teachers with little or no previous background in the…

British science curriculum improvement projects on the elementary and secondary school levels are reviewed in this volume to indicate their implications for the development of second-generation programs in the United States. Included in the British second-generation program category are: the Scottish integrated courses, Nuffield combined science,…

This teaching guide contains part one of the four parts of the first year of the Portland Project, a three-year secondary integrated science curriculum sequence. This part involves the student in a series of activities intended to increase his understanding of his perceptual abilities and their limitations. Organization and classification as parts…

This teacher's guide contains part two of the four-part first year Portland Project, a three-year secondary integrated science curriculum sequence. This part involves the student with unifying principles essential for deeper understanding of the concept of energy. Confidence in the atomic nature of matter is built by relating heat in terms of…