Outlines the first South-East Asian conference on university physics education held in Penang, Malaysia, May 16-21, 1977, to identify, analyze, and compare physics curricula and to improve physics education in developing countries. (SL)

Explains why earthworms are fascinating and important animals whose study should be expanded. Describes how to collect earthworms and their castings and how to demonstrate their tunneling activity. Stresses animal's uniqueness and how it is interrelated with other animals, plants, and non-living parts of the world. (NEC)

Presented are two brief articles related to teaching the history of chemistry in college chemistry, "Utilizing a Historical Perspective in the Teaching of Chemistry" (Joseph W. Kamsar), and "History of Chemistry" (George B. Kauffman). (RH)

Discussed is the teaching of history related to chemistry in college chemistry courses. Problem areas including naming things and biases (linguistic, geographical, national, religious, ethnic, racial, cultural, sexual, world views, and government) are discussed. Five suggestions for improving instruction are given. (RH)

Part l (SE 538 305) covered application of classical thermodynamics, polymer crystallinity, and phase diagrams to teaching physical chemistry. This part covers statistical thermodynamics, conformation, molecular weights, rubber elasticity and viscoelasticity, and kinetics of polymerization. Eight polymer-oriented, multiple-choice test questions…

A geochemistry course for chemists is described. Includes: (1) general course information; (2) subject matter covered; and (3) a consideration of the uses of geochemistry in a chemistry curriculum, including geochemical "real world" examples, geochemistry in general chemistry, and geochemistry as an elective. (JN)

Describes the assessment of providing science education for the 16-19 age group. Also discusses the use of computer printers in science teaching and the Nuffield 11 to 13 science scheme. (JN)

Discusses issues related to goals of science education, considering the context of the curriculum during compulsory education and two concepts of curriculum design (balanced and core curricula). Also discusses four themes emerging from the debate on the goals: problem solving; understanding of self; cultural heritage; and moral/ethical issues. (JN)

Suggests that the new context for school science focuses on the real world, real people, and real issues. Areas considered include current problems in science education, the need for a new context, recommendations for a K-12 science curriculum, the science/technology/society (STS) movement, and STS curricula and programs. (JN)

This position paper argues that nothing is as important in science or science education as evaluation. Five crucial ways in which evaluation enters science education are detailed and the legitimacy of evaluative knowledge is established. The specific curricular possibilities of evaluation in science education are outlined. (BT)

Describes an introductory undergraduate geology course which investigates geology-related, current topics of wide interest, such as the Bermuda Triangle, UFO's, etc. Purpose of the course is to show students how to sift fact from fiction, exercise basic logic, and critically analyze current writings of popular sensationalists. (SL)

Described is the program of science education utilized by secondary schools in Tasmania, Australia. Included is a description of the science syllabus currently being adopted by the schools. (SL)

Australia has been trying hard to establish a National Curriculum over the last five years but up to now a final consensus has still not been reached. What issues and problems were encountered? Why are there such issues and problems? What measures have been taken to tackle these? What further developments are likely? In the seminar, I will address…

This report is intended as an information resource for teachers, scientists, and others involved in developing science curricula, science literacy materials for the public, or related information addressing issues of science education reform. The following sections are included: (1) Introduction; (2) The Big (Numbers) Picture: Selected Data; (3)…

Artistic endeavors can be planned for and used wisely in ongoing science lessons and units of study. Criteria in rubric form could be developed to assess student art projects and processes, and art in science might become part of a student's portfolio. Art can be a method of learning science subject matter as well as a skills objective stressing…