Describes the science program at Incarnate Word, a private Catholic girls' college preparatory school in San Antonio (Texas). Focuses on the chemistry curriculum and the instructional strategies/materials (such as learning activity packets) used in the curriculum. (JN)

Describes a series of challenges related to areas other than the knowledge content of a course to achieve a similar goal. These challenges are designed to teach not only analytical skills but also such process skills as organization, record keeping, report writing, cooperation with fellow workers, and resolution of discrepancies. (JN)

Discusses the lack of adequate curriculum and instructional strategies for mildly retarded students, offering suggestions on how to modify curricula to meet the needs of these students (such as focusing on abstract reasoning skills and tying science to real-world situations). Also discusses a curriculum using Individualized Science Instructional…

A two-phase program at Indiana University Southeast strengthens the secondary science teacher candidate's program. (SK)

Describes in general terms the nature of Alternative Schools, and more specifically discusses the program at Alternative School East, which serves four public school districts in the Philadelphia area. Outlines the curriculum and teaching methods used in biology. An interdisciplinary approach and learning activities in the community are…

Mechanical movement, pressure, floating bodies, heat phenomena, electrical phenomena, when applied to military problems "for the patriotic edification and military instruction of the children" excite interest and place theory on concrete foundations. Examples of applied physical concepts follow in this article. (Author/JH)

At Harvard, physics courses are divided into units that the students can master at their own pace and that offer more student-teacher contact and personal attention. (PG)

Recommendations for successful mainstreaming of mentally retarded students into the science classroom are discussed. Laying the groundwork, social integration, instructional strategies, the curriculum, and evaluation are each considered. (MNS)

The laboratory of an organic chemistry course for dietetics students is based on the learning cycle approach (exploration, invention-concept introduction, and concept application). The laboratory program is divided into four sections: lab techniques, compound types, reaction types, and reaction characteristics. (SK)

Describes a two-quarter, freshman honors laboratory course at the Ohio State University, including selection of students, nature of experiments, and safety precautions. Specific instructions are not given to students, who then run reactions under conditions they devise. (SK)

Describes a laboratory course, modeled on the approach developed by Robert Karplus for physics laboratory courses, emphasizing discovery learning. (SK)

Offers an instructional approach to increase students' ability to employ mathematical operations as a means of physical measurement. (Author/JN)

Describes an approach to ecology teaching based on a workbook of structured integrated exercises and in-service courses for teachers. (Author/MA)

This article describes an introductory physics laboratory program which teaches three skills: (1) the ability to make estimates and order-of-magnitude calculations, and to use these to check experimental work, (2) the ability to use qualitative and quantitative statistics, and (3) the ability to describe an experiment in one's own words.…