A discussion of the course work in and the various major options of the undergraduate physics program at the University of Warwick is given. (MDR)

Modern science programs introduce more than scientific knowledge. They also encourage active student participation in the processes of scientific investigations. However 11 to 13 year olds generally lack the motivation to initiate such investigations. This is partly due to a logical conflict between learning and discovering. What is learned is…

Describes a chemical laboratory safety course presented at Western Michigan University. (SL)

The division between where we are and where we should be in science education has constantly stimulated educators to new endeavors. Discusses some instructional practices that have proven promising to their specific schools and that have achieved the goal of improving science education. (Author/RK)

Describes an introductory geology seminar conducted almost entirely upon reviewing current newspaper articles relating to earth sciences. (SL)

Describes a one quarter college level course which links physics to potential career activities in journalism. (SL)

Describes a course in which physical principles of measurement for biological studies intended for students in the biological and biophysical sciences are taught. (SL)

Describes a one-year interdisciplinary introductory science course presented at the University of Michigan, Dearborn, for nonscience majors. (SL)

Reviews chemistry taught at Westminster High School, Denver, Colorado, and theoretical aspects of hydrolysis. (SL)

Provides an outline for a semester course in the history of organic chemistry. (SL)

Describes an introductory geophysics course for physics majors. (SL)

Describes a one week secondary level physics course which includes experiments carried out in the field. (SL)

Describes a university level laboratory science course designed for visually handicapped students. (SL)

Analysis of a summer ecology course emphasizing values clarifying techniques is presented. Pretest and posttest attitude scores indicate a positive increase in attitudes towards ecology. Even a year after the course had been offered, the average attitude scores remained unchanged. (MA)

Describes the Foundational Approaches in Science Teaching (FAST) project and how the use of substantial curricular efforts of consequence can be successfully mounted and maintained on limited budgets out of local or regional resources, utilizing a small and stable staff over longer periods of time, in the limited but flexible environment of a…