Examines Toledo Chemistry Placement Examination results for 3,227 students entering University of Toledo during 1977-1980, focusing on general trends developed during the period and on chemical and mathematical concepts, identifying some of the misconceptions high school students bring to their college studies. (Author/JN)

Describes a four-week program to prepare Pennsylvania high school science teachers to teach a course in nuclear science. Includes program content and organization and the name/address of contact person for teachers interested in participating in the 1982 session. (SK)

Offers suggestions for designing outdoor activities to provide students with opportunities for exploring, observing, and discovering. Outlines several science activities for each of the following topics: trees, rocks, soil, insects, wild flowers, grasses, lichens, and clouds. (DS)

A conceptual model, which provides insight into the individual concerns that teachers adopting a new program may express, was employed in a study of science teachers (N=139) adopting the Intermediate Science Curriculum Study (ISCS). Results from a 35-item instrument (Stages of Concern Questionnaire), demographic data, and recommendations are…

Two approaches to the content of thermodynamics were used in an introductory college physics course: traditional organization and organization based on Ausubel's learning theory. The influence of these organizations on engineering student's (N=58) cognitive structure was investigated using a word association test analyzed through hierarchical…

Describes an interdisciplinary program consisting of two courses. The first course deals with the chemistry of drugs and poisons; the second course focuses on fictional works in which these drugs and poisons are central to the plots. (SK)

Describes various scientific techniques used to analyze physical evidence, ten areas of specialization in forensic science, courses needed by forensic scientists, and the future of forensic science. (DS)

Supporting the concept of a core syllabus, the Council of Engineering Institutions (CEI) suggests that this syllabus for A-level physics, described in the May 1980 issue of "Physics Education," occupy 65 percent to 70 percent of instructional time and that an applied physics approach with relevance to everyday life be used. (SK)

Summarizes results of a survey on teachers' views of the Nuffield A-level physics course (NAP) including, among others, course content, philosophy, examinations, organization, and individual units. Suggests that most teachers surveyed were satisfied with their NAP course. (SK)

The African Primary Science Programme (APSP) was one of the three major projects in Africa sponsored by Educational Services Incorporated (ESI), later the Educational Development Center (EDC), Newton, Massachusetts. The problems of introducing this programme in the anglophone African States and its implications for science education are discussed.…

A science course is described in which students worked in moderately self-paced groups in a learning center with all the necessary resources on hand. Course objectives and organization are outlined and an evaluation of the course is presented that includes student reactions, staff opinions, and examination and project results. (Author/JMD)

Described are two interactive computer-assisted-instruction (CAI) programs that were developed for use in quantitative analysis and in general chemistry. The purpose of these modules is to help students learn to calculate the points along a titration curve for the titration of an acid with a strong base. (Author/DS)

Describes aspects of the Understanding British Industry Project which was designed to provide information to teachers regarding the role which industry and commerce play in British society. (CS)

Discusses two main problem areas for school/industry cooperation: (1) the need to define the purpose of such cooperation; and (2) the logistical restraints of mass visits to local industries. Also discusses the development of attitudes, and the construction of interactive teaching packages. (CS)

Describes a "bridge" model that is used in aiding young people interested in science careers to make the transition from school to working life, covering roughly the ages of 13 to 19 years. (CS)