The Colorado Model Content Standards for Science specify what all students should know and be able to do in science as a result of their school studies. These standards reflect high expectations and outline the essential level of science knowledge and skills needed by all citizens to participate productively in an increasingly technological…

This volume of 66 promising practices in mathematics and science education developed by the 10 regional educational laboratories funded by the U.S. Department of Education's Office of Educational Research and Improvement. The laboratories' collection of programs emerged from a broad-based search, nomination, and review process reaching educators…

This literature review is the first phase of an extensive review of curriculum reform in science, mathematics and higher order thinking across the disciplines. The first of eight sections is an executive summary addressing the major themes of the document. The second section deals with several general issues of curricular reform concerning…

Many are aware that to secure a safe Earth for future generations means that people must know more about the Earth, its inhabitants, and the role that each plays in sustaining life on Earth. This lack of knowledge today has led to decisions such as the destruction of the rainforest, the growing and inefficient use of fossil fuels, and until…

The nature of qualitative understanding and associated learning processes in the context of a computer simulation called the "Envisioning Machine" (EM) are investigated. The questions focused on in this paper include the following: What sorts of knowledge do students' construct? What role does prior knowledge play in the construction of…

Describes the controversy in the House of Representatives concerning National Science Foundation's (NSF) educational programs in general, and specifically, the NSF-supported behavioral science course for fifth graders called Man: A Course of Study. Describes the political pressure being placed on NSF to assume greater responsibility for…

Describes the use of modules to teach secondary science subjects at Para Vista High School in Australia. Five main science subjects (physics, chemistry, biology, earth science, and unified science) are divided into nine modules each. Students may sign up, according to their schedule, to complete the modules of their choice. (MLH)

Describes an experimental type of science course which involves theoretical and practical approaches to scientific topics by using mathematics to develop and explain scientific problems and theory. Gives an example of such a course applied to the teaching of physical anthropology. (MLH)

The Tagari Project attempts to utilize resources already available in the community in lieu of classroom instruction and places emphasis on using funds normally spent on costly equipment and facilities to give the program flexibility and mobility. (BR)

Suggests a general education curriculum with a school faculty structure and subject groupings which give students much freer choice in course selection and, therefore, provides an individualized curriculum that will prepare students for the outside world. (BR)

Describes a course structured around nuclear energy, fossil fuel energy, food energy, and the population explosion. The course uses classroom discussion and laboratory sessions to stress basic chemical principles and relevance to the student. A topical outline is included. (GS)

Describes a course for college seniors, science majors and non-majors, designed to trace the development of modern science as part of western culture. Reports three years of experience. An outline of the course and a reading list are included. (GH)

A recent research study has reexamined inferences drawn from the statistical evidence of a swing away from science and found that there has also been a similar move away from foreign languages. Student attitudes towards their subjects was examined and the implications for science teaching were considered. (Author/RK)

Part I of a two-part report which 1) describes the origins, evolution, details of the Unit Box Approach; 2) reports the findings of a followup study on the Unit Box Approach; and 3) reports on four significant ramifications of the Unit Box study. (Author/HB)

Describes an innovative campus wide program at Worcester Polytechnic Institute for undergraduate education. It is individually structured, student centered, project oriented and designed to produce a professional who works creatively with specialists from other disciplines and who has a wide awareness of the larger world of humanity. (BR)