As a discipline, international education focuses on developing an international consciousness. There are moral and ethical, as well as pragmatic, consequences of the development of an international consciousness: In terms of ethics and morality, international education inculcates positive attitudes towards international understanding and global…

Based on the EU FP 7 project, PROFILES, this article presents our findings from a three-round Delphi study conducted in Sweden that aimed at establishing a consensus on how science education should be developed for citizens to enhance civic scientific literacy. A total of 100 stakeholders (9th graders, school teachers, scientists, and science…

This essay responds to and develops ideas set out in Robert Davis' 1999 essay "Can there be a Catholic curriculum?" It takes the measure of far-reaching changes that have taken place in curriculum studies and strategic educational thought in the intervening period as the process of globalisation has intensified. It re-engages with the…

Proposed is a model for initiating curriculum change. Presented are four broad decision areas to be considered when contemplating curriculum changes including: scientific literacy, instructional organization, instructional methodology, and practical decisions. A sequential decision making chart is included. (SL)

The purpose of this bulletin is to describe briefly the materials developed by the staff of Pueblo Elementary School, Scottsdale, Arizona, in a program aimed at providing individualized instruction in a continuous progress setting. Although each of the curriculum guides developed by the staff differ somewhat according to subject area, grade level,…

Discusses the diversification of biology courses and resources in Ontario province, Canada, resulting from the province's 1960 departure from a prescribed curriculum syllabus. (SL)

Traces the changing aims of science education in England from the early nineteenth century through the recent Schools Council Integrated Science Project (SCISP). Proposes that the way in which school science is perceived today is socially constructed. Considers how selection of curriculum occurs and how it is presented to the learner. (GEA)

Discussed are (1) the changes in secondary school science courses in Australia; (2) factors influencing these changes, particularly external assessment of grade 12 students; and (3) the introduction of physical science as a new subject. (SL)

Describes how concept maps can be used in biology teaching. Concept maps for genetics and ecology are presented as a model. How to use these maps as curricular and instructional tools and as a means of evaluation is also included. (HM)

Discusses the implications of the new Chinese policy of increased contacts with the West, the reform of higher education, and the embarking on a program for the development of science and technology. (GA)

Presents human-centered and cybernetic (system theory) structuring approaches for organizing the biology curriculum. Each approach involves social and inter-disciplinary impact. (SL)

Describes an environmental studies model which was used to optimize both central and school-based curricula teams. Identifies the main implementation problems as the need to identify local sources of knowledge, the need to train teachers in choosing modular curriculum units, and working with groups on a realistic project and project evaluation.…

This volume provides synopses of discussions at a meeting of project directors holding grants from the National Science Foundation for the development of instructional materials to be used in science and mathematics courses at the undergraduate and graduate levels. The focuses of these discussions were new degree programs, identification and…

Presents three science programs developed as special topics courses at one of the two-year regional campuses of the Pennsylvania State University, Shenango Valley. The authors outline these programs in biology, physics and chemistry to illustrate their plasticity for program development and experimentation. (HM)

This report examines the first generation of the National Science Foundation (NSF)-funded Implementation and Dissemination Centers. It portrays the experiences of and captures the lessons learned in such a way that it informs the design of future centers. Ideas drawn from the discussions that took place at a conference held in Annapolis, Maryland…