Examines the changing demands facing science teachers in Australia with the introduction of new curricula and an increasing emphasis on social relevance in science teaching. (JR)

Defines the meaning of individualization of a curriculum, and discusses the approach developed by the Intermediate Science Curriculum Study (ISCS) which allows for individualization on several different levels. ISCS is a three-year program in the physical, earth, and biological sciences designed for students in grades seven through nine. (JR)

Discusses the trends that have developed in recent years in the teaching of science in the elementary school. Outlines the changing role of teacher education in preparing teachers in the use of the new science curricula. (JR)

Discusses the course content and instructional methods desirable in teaching modern physics in the secondary school. Argues that physics must be taught in a humanistic manner to replace the desiccated, technological, dehumanized, and generally irrelevant manner in which it has been commonly taught. (JR)

Discusses five recent advances in sedimentary tectonics, noting how they are incorporated into college curricula. Advances discussed include basin type, tectonic setting, facies analysis (in conjunction with basin type/setting), stratigraphic analysis of reflection seismic data, and quantitative analysis of subsidence histories of sedimentary…

Focusing on research is suggested as an approach for teaching organic chemistry for nonmajors. Topics of saturated hydrocarbons and unsaturated hydrocarbons are used as examples to illustrate the approach. (SK)

The movement to reinstate systematic inorganic reaction (descriptive) chemistry into the curriculum is gaining momentum. Offers suggestions and strategies showing that the change is desirable and easy, even for instructors with little experience with systematic fundamental and industrial inorganic chemistry. (Author/JN)

Discusses experiences in teaching high school physics in the Cameroon. Comments on the educational system, the school, instructional strategies, materials/equipment, and the author's personal experiences teaching in this developing country. (JN)

Discusses several instructional strategies to meet objectives of a college level bioethics course. Includes an example of how a specific topic (death) is explored. Also includes examples of Personal Value Inventory, Five-Sort Value Inventory, and Bioethical Value-Clarifying Decision-Making model used by students in analyzing specific ethical…

Evaluates experiences gained using nontraditional teaching methods in college physical chemistry, including small group instruction, use of teacher prepared materials, integration of theoretical and directed teaching, continual examination of knowledge and less emphasis on teacher centered approaches. Suggests positive influences resulting from…

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)

Describes a modified Keller plan for teaching a biochemistry laboratory course and evaluates the method's effectiveness by comparing results of students using Keller plan (N=17) to students receiving traditional instruction (N=16). Results suggest the modified Keller plan is a successful instructional method for the course. (Author/SK)

Discusses methods for dealing with the inclusion of controversial issues in a science program. Two kinds of issues are treated: those that arouse parental sensitivity and those over which consensus has yet to be reached. (CS)

Large lecture sections of science staffed by a single instructor make it impossible to provide individual student attention and lead to high dropout and failure rates. Daily assignments are used to encourage students to identify areas that need remediation, maintain a steady study pace, receive positive reinforcement, and learn methods of solving…