Suggests a general education curriculum with a school faculty structure and subject groupings which give students much freer choice in course selection and, therefore, provides an individualized curriculum that will prepare students for the outside world. (BR)

Describes a course structured around nuclear energy, fossil fuel energy, food energy, and the population explosion. The course uses classroom discussion and laboratory sessions to stress basic chemical principles and relevance to the student. A topical outline is included. (GS)

Describes a course for college seniors, science majors and non-majors, designed to trace the development of modern science as part of western culture. Reports three years of experience. An outline of the course and a reading list are included. (GH)

A recent research study has reexamined inferences drawn from the statistical evidence of a swing away from science and found that there has also been a similar move away from foreign languages. Student attitudes towards their subjects was examined and the implications for science teaching were considered. (Author/RK)

Part I of a two-part report which 1) describes the origins, evolution, details of the Unit Box Approach; 2) reports the findings of a followup study on the Unit Box Approach; and 3) reports on four significant ramifications of the Unit Box study. (Author/HB)

Describes an innovative campus wide program at Worcester Polytechnic Institute for undergraduate education. It is individually structured, student centered, project oriented and designed to produce a professional who works creatively with specialists from other disciplines and who has a wide awareness of the larger world of humanity. (BR)

Describes a kindergarten science program, concerning astronomy, designed to introduce scientific concepts into the curriculum at an early age. Specific activities in conjunction with the unit are detailed. (BR)

A wide range of biotechnological and biomedical processes and products involves the design, synthesis, and analysis of biological interfaces. Such biointerfaces mediate interactions between living cells or intracellular species and designed materials or biologics. Incorporating the experiences of a NSF-­sponsored IGERT (Integrative Graduate…

This teaching module was developed by the project "Recent Developments in Science and Technology with Applications for Secondary Science Teaching." Premises about students and their learning and generalizations about content are described. Chapters included are: (1) "Introduction"; (2) "Monomers into Polymers"; (3) "Natural Polymers"; (4)…

This material describes curriculum specifications for grade 6 science in Alberta. Emphases recommended are: (1) process skills (50%); (2) psychomotor skills (10%); (3) attitudes (10%); and (4) subject matter (30%). Priorities within each category are identified. (YP)

Elementary science instruction in the Tenafly Public Schools became virtually nonexistent in the early 1980's and based on this realization, members of that school system embarked upon a 3-year curriculum renewal cycle. The process followed in the curriculum development plan is somewhat unique and may serve as a model for other school districts to…

The National Survey of Science, Mathematics, and Social Studies Education for 1977 resulted in a series of six machine-readable data files (MRDF) summarizing the responses of teachers, principals, superintendents, local district supervisors, and state supervisors from each of the 50 states and the District of Columbia. The purpose of this survey…

Data were collected from grades 3 to 8 students (N=377) in order to identify the determinants of their intentions to perform laboratory and non-laboratory science activities. Fishbein and Ajzen's Theory of Reasoned Action was used as the basis for the study. The theory posits that the immediate determinant of behavior is intention. Intention is…

Many believe that children begin to learn science from the moment they start to perceive their environment. They have an innate need to make sense of what happens. Little by little, they form a useful model of the world around them. Before children go to school, they exercise their natural curiosity daily. School can expand a child's understanding…