Summarizes the experiences of a zoology professor attempting to construct a student-centered course in neurophysiology. Various aspects of the organization and conduct of the course are described, including the beginning experience, topics of interest, lecture, laboratory, computer simulation, examinations, student lectures. Evaluation of the…

Discusses the major problems facing environmental geology programs today including the need for curriculum standardization and problems of poor student performance. (MA)

The head of a science department in a British high school discusses the effects that budget cuts are having on secondary school science teaching and offers some suggestions for minimizing the dangers. (Editor/SJL)

Reports survey results of college professors indicating what content they expect to be included in high school chemistry courses and the approximate time and depth of coverage they recommend. (JN)

Presents several examples of the interface of science teaching and politics. Supports the notion of a double function in teaching biology: (1) to educate a young person for critical observation, independent judgment, and responsible action; and (2) to prepare him for the future. (CS)

Discusses factors associated with an implicit chemistry curriculum, including: (1) skills of written and verbal communication necessary for success on essays, reports, and examinations; (2) problem solving; (3) actual performance required for success in a course; and (4) professionalism and professional ethics. Suggests implicit factors may…

Describes a concrete model for teaching the concepts of reflection and refraction without the use of formal mathematics. The model has been tested in five sections of a physics course for nonscience majors at Towson State University, Baltimore, Maryland. (HM)

Announces the introduction of a refresher course designed to expose senior chemists to modern organic chemistry, delving into such topics as new synthetic methods, molecular orbital theory, heterocyclic and organometallic chemistry, and C-13 nuclear magnetic resonance spectrometry, offered at the University of Florida in Gainesville in March 1981.…

Presents the author's views of what should be done about science teaching and curriculum in the British elementary schools. (HM)

The concept of school curriculum in science and mathematics is discussed and related to the structures of the disciplines and theory developments. Recent epistemological studies on theory dynamics (Kuhn, Sneed) are put into context with the understanding of learning processes. (Author/MK)

Describes the development of a course for pupils of low educational achievement aged 14-16 years, in an urban comprehensive school in the United Kingdom. (HM)

Analyzes some of the issues involved in the adaptation of science curricula. Identifies situation variables that affect "adaptedness," classifies these variables, and outlines the type of curriculum modification implied. Summarizes using a flow-chart indicating the sequence of questions preceding curriculum selection decisions. (GS)

Briefly reviewed is the historical development of working class science education. These current issues are discussed and sources indicated for investigating them: working class cultural, intellectual and educational traditions in science; elementary education; the rise of technical education; the separation of technical, secondary, and elementary…

Questions Whether first-grade student participation in selected experimental activities from the BSCS-ESSP enhances skills in listening as measured by the Cooperative Primary Series Listening Test (CPSLT). (CS)

Described is the course of study for a physics major at Eastern Illinois University, Charleston, Illinois. The program varies from the typical physics curriculum in that classical mechanics is taught in the sophomore year rather than waiting until the junior year as seen in the typical physics major's curriculum. (DS)