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 the present status of technician and technology-oriented institutions and the two curricula offered by the Textile Department, Clemson University. Indicates that technical school, junior college, and community college graduates are allowed to complete formal training to the four-year degree level in the Clemson program. (CC)

In this two-part article, attention is directed to the need for teachers to be concerned with curriculum evaluation, using both objective and subjective data. Data from an Australian Science Education Project (ASEP) trial are used to demonstrate techniques that the teacher might employ in objectively evaluating his own courses. (JR)

Science curriculum for the seventies must be more relevant to peoples lives. Widespread disenchantment observed in public about science and technology can only be resolved if science curriculum places sufficient emphasis on human values and scientific thinking. (PS)

Compares and contrasts two general approaches to elementary science instruction and curriculum development--open-ended, flexible, teaching-unit approach versus total-package instructional programs based on only one approach--and describes teacher participation in developing the former. (JS)