Explores questions, dilemmas, and issues facing individuals who teach and/or development undergraduate curricula in chemical instrumentation. Areas addressed include the instrumental analysis course, the laboratory, the role of electronics, and computer use. (JN)

Reviews problems associated with implementing the School Science Project (SSP) in Kenya, and the subsequent downfall of the project in the late 1970s. Concludes that the SSP experience raises fundamental questions about secondary science education in Kenya and the rest of the developing world. (BSR)

Reviews the recently established curriculum for teaching chemistry in the Soviet Union. Examines guidelines for teaching methodology. Also looks at basic pupil knowledge and skills in several different areas of chemistry. (RKM)

Compares the A-level (advanced) science grades of pupils who took Schools Council Integrated Science Project (SCISP) examination at O-level (ordinary level) with pupils who took three separate science courses at O-level. Concludes that only in A-level chemistry is there any significant differences with the non-SCISP pupils doing slightly better.…

Refutes the Doppler effect as the explanation of large red shifts in the spectra of distant galaxies and explains the relativistic effects in which the light sources approach the observer obliquely. Provides several diagrams and graphs. (YP)

Described is a science program being developed at a high school in Great Britain to cater to the particular needs of females. Curriculum was modified in third, fourth, and fifth examination years to emphasize social nature of science and relevance of science to pupils' lives. Some of the problems encountered with program and selected parts of…

Argues that the nature of science texts adopted in most schools is unscientific, static, linear, and nonparticipatory and offers children no connections between forms and forces, between observers and observed. Claims that through storytelling scientific knowledge can be kept alive for children. (NH)

Reports on a study into how the history of chemistry is being taught in colleges and universities. Results indicate that courses on the history of chemistry are hardly ever required of chemistry majors, and they are offered in only 10 percent of American Chemical Society approved chemistry departments. (TW)

Visits to six school districts which were identified by the National Science Teachers Association's Search for Excellence program were made during 1983 by teams of 17 researchers. Their reports were analyzed in search for common characteristics that can explain the requirements necessary for excellent science programs. These characteristics are…

Proposes that the concept of evolution be used to integrate and link topics in biology syllabi. Justifies and cites advantages of teaching biology from an evolutionary viewpoint, providing specific examples of implementation possibilities. (ML)

Analytical chemists need to revise curricula and make better use of computers to improve the status of their discipline. Highlights of an international panel of leading analytical chemists which addressed topics and issues related to these needs are presented. A chart showing the five-year Soviet chemistry curriculum is included. (JN)

Describes the Ministry of Education's environmental education program; its goals, organization, content, implementation program, and formative evaluation plan. (JDH)

Offers perspectives on the importance and purposes of science education. Emphasis is given to understandings and applications of scientific knowledge. Integration of the science disciplines and an interdisciplinary approach in science instruction are recommended. (ML)

Adapting science curriculum and materials for hearing impaired students begins with selections of existing curricula and evaluation of curricular goals and themes. A three-phase strategy for translating program goals into learning activities covers introduction, development, and evaluation tasks. (CL)

Science education is viewed from a framework that integrated sources of knowledge with the traditional processes of scientific inquiry. Sciencing is then described, and how it could be implemented with young children is discussed. (MNS)