Overviews the "Nuffield Coordinated Sciences" program. Discusses the aim, coordination of content, presentation, and the writing timetable. (YP)

Discusses a course proposal which concentrates on fewer topics and covering the topics in greater depth. Proposes a sequence in which each topic is introduced phenomenologically, the theory is developed, and the applications are discussed. Uses optics as an example. Lists some disadvantages and advantages of the proposed topical organization. (YP)

Reports on effectiveness of an elementary school science program comparing attitudes toward science of Science Curriculum Improvement Study (SCIS) students and teachers with those of students and teachers in non-SCIS classes. Students (N=456) indicate preference for SCIS process-approach science, and SCIS teachers (N=109) spend more time teaching…

Reports findings of a national evaluation of the Crustal Evolution Education Project focusing on student/teacher characteristics and student achievement and attitudes. Evaluation objectives, design of evaluation, instruments and methods of data collection are included. Directions developed for center coordinators/test teachers and samples of…

Compares results of surveys sent to New Jersey science supervisors in 1978 and 1982 regarding status of secondary science education in their schools. Discusses trends developed during the four-year period, comparing them to such national trends as decrease in instruction time, use of national curricula, and loss of teachers to business/industry.…

The background of teaching science in secondary schools in Papua New Guinea is described in order to familiarize readers with the situation at Goroka Teachers' College (GTC) in the early 1980s where it was necessary to attempt to increase educational standards in science. Goroka Teachers' College was the main source of science teachers for…

Summarizes the results from a questionnaire developed to reflect both local concerns and those of national studies in elementary science education in Kansas. The questionnaire included items concerning methods of science instruction, class time spent on science, teacher preparation, approach to metric system, science textual material, and…

Represented are results from a national survey study of public school teaching in 1970-71. A hypothesized path model is given relating use of Science Course Improvement Projects (SCIP) and offering of environmental education programs to several independent variables deemed to be relevant in using SCIP in secondary schools. (CS)

Summarizes the philosophy of team teaching and the use of this method in teaching CHEM Study. Includes discussions of scheduling, class time for study, and the role of this course in the school's total chemistry program. (JN)

Discusses the need to determine the extent to which NSF-supported curriculum materials have been implemented. Reviews the Concerns Based Adoption Model and describes how science educators might use this model to understand and manage curriculum implementation processes. (DS)

Comparing the secondary physics courses developed by West Germany's Institute for Science Education (IPN) with similar British curriculum projects, the author argues that the differences in style, content, and reception of these curriculums are related to the social locations of the British teachers and the German academics who devised them.…

Describes an interdisciplinary project from the University of Costa Rica conducted to contribute to the improvement of science teaching in primary schools by adopting the Science Curriculum Improvement Study. Changes included the use of woods, rocks, shells, and rain water in science class and integration of science with other subjects. Student…

Compared is an inquiry-oriented Biological Sciences Curriculum Study (BSCS) style laboratory approach with a more directive traditional approach on student outcomes in the cognitive and affective domains of learning. Differences in science achievement, reasoning ability, attitude, and stages of development are discussed. (KR)

Describes various tools, materials, and experiences used to facilitate critical reflection in teaching prospective science teachers. Tools discussed include portfolios, journals, learning maps, the use of metaphors, and proverbs. Such tool use may provide support to generate science-education reform. (AIM)

This article presents a brief history of the events leading up to the current US biology education standards, a brief examination of the National Science Education Standards for biology, and a description of the three recently developed biology curricula that were designed to address the new standards. Several evaluative studies of these curricula…