The Advanced Physics Project for Independent Learning (Appil) consists of 10 units based on three themes, namely, materials, forces and fields, and waves. Discusses the content and aims of the project, its emphasis on student-centered learning, managerial advantages, characteristics of the teacher's role, resource implications, and other topics.…

Discusses advantages and disadvantages of standard high school biology and chemistry course sequences. Relates these sequences to Piagetian developmental levels as well as to David Ausubel's cognitive theory. Suggests that the sequences be reexamined in light of issues considered. (JM)

Discusses the lack of adequate curriculum and instructional strategies for mildly retarded students, offering suggestions on how to modify curricula to meet the needs of these students (such as focusing on abstract reasoning skills and tying science to real-world situations). Also discusses a curriculum using Individualized Science Instructional…

Some aspects of the selection and teaching of options of the Joint Matriculation Board's Advanced Level Biology syllabus were investigated by means of a questionnaire. The teachers' opinions of the options and their aims in teaching them are considered. Options seem to be regarded favorably by most of the teachers. (Author/JN)

Avi Hofstein and Robert E. Yager recently published "Societal Issues as Organizers for Science Education in the 80's" (EJ 273 207). Objections to their thesis are discussed indicating, among others, that their suggestions would be counterproductive to their stated goals and open to dangerous manipulation by anti-scientific factions and social…

Offers a defense of societal issues as organizers for school science programs in response to criticisms of this thesis discussed in SE 534 649. Indicates that there appears to be no evidence that using nontraditional topics as organizers will make science more subject to manipulation and perversion. (JN)

A two-phase program at Indiana University Southeast strengthens the secondary science teacher candidate's program. (SK)

Presents trends in the numbers and proportions of pupils studying science in Scotland over the past ten years, trends in Scotland compared with England and Wales during the same period, and the similarities and differences between trends, pass rates and subject combinations for girls and boys. (Author/RK)

The detailed organization of an integrated medical sciences curriculum from its initial planning to the final state of "automatic" administration are described. Flexibility and scope for controlled change and experiment are retained in spite of some reduction in departmental autonomy. (Author/LBH)

Lists ten science objectives from which primary teachers chose the six most important to teach. Statistical data revealed two cluster groups of teachers; one that preferred objectives involving active student exploration, the other preferring objectives involving orderly, critical handling of information. (CS)

Described is a secondary school science program which includes modularized courses in the earth science unified science, biology, chemistry, and physics. Students may continue in one science course or switch between courses upon completing modules. (SL)

Reviewed are recent developments and projects concerned with the utilization of computer graphic terminals in computer assisted instruction of undergraduate level physics. Programs at the University of California, Irvine, University of Illinois, and Dartmouth are reviewed. (SL)

Described is the English national program being implemented to regulate the training and licensing of science technicians. (SL)

Emphasizes the need to include courses of human biology in the science curriculum. (SL)

Describes a chemistry curriculum development program for nonscience majors being developed in Israel, which emphasizes flexibility in the development and in the final course products. (SL)