Four approaches may be used to convert an existing textbook science program into a district science program. These include correlated resource, chapter, lesson, and generalized approaches, each approach using an adopted textbook series as a base (determining subject scope/sequence) into which local aims and resources may be integrated. (Author/JN)

Discusses a conceptual scheme which may be used to unify the mathematical approach in chemistry. Includes sample problems demonstrating flaws in the present treatment of dimensional analysis, suggesting that such instruction should focus on relationships. Also considers who should teach rate concept and dimension analysis. (JN)

Describes two- and three-year undergraduate curricula for training earth science technicians at Sir Sanford Fleming College (Canada), emphasizing practical aspects and close student-faculty interaction. List of employment opportunities for geology graduates based on past placement data and geology curriculum outline are provided in tables. (JN)

Suggested guidelines and representative experiments for a one-semester introductory polymer chemistry laboratory course are provided. Experiments, which provide students with both synthetic and characterization experiences, require a minimum of special equipment and student skills. Includes list of 83 experiments, demonstrations, and reference…

The status of science education in this country probably reflects widespread feelings that science is elitist and lacks relevance for most students' lives. This popular view of science should be changed through preservice and inservice teacher education, curriculum reform, and other measures. (PP)

Discusses why, when and how microcomputer simulations of biological topics should be used in the classroom. Includes a five-step procedure for creating such simulations using population growth as an example to describe each step. Steps include topic/background material selection, writing program, and making support materials for the simulation.…

Compares science education in the United States to that in Germany, France, Japan, People's Republic of China, Soviet Union, Thailand, and the United Kingdom. Includes a list of science education endeavors in each of these countries to stimulate discussion of how to improve the situation in the United States. (JN)

Recommendations for successful mainstreaming of mentally retarded students into the science classroom are discussed. Laying the groundwork, social integration, instructional strategies, the curriculum, and evaluation are each considered. (MNS)

Discusses the importance of teaching the Bohr atom at both freshman and advanced levels. Focuses on the development of Bohr's ideas, derivation of the energies of the stationary states, and the Bohr atom in the chemistry curriculum. (SK)

The laboratory of an organic chemistry course for dietetics students is based on the learning cycle approach (exploration, invention-concept introduction, and concept application). The laboratory program is divided into four sections: lab techniques, compound types, reaction types, and reaction characteristics. (SK)

Describes a two-quarter, freshman honors laboratory course at the Ohio State University, including selection of students, nature of experiments, and safety precautions. Specific instructions are not given to students, who then run reactions under conditions they devise. (SK)

Summarizes papers and minipapers on honors and advanced placement (AP) chemistry courses presented at the Seventh Biennial Conference on Chemical Education (Stillwater, Oklahoma 1982). Advantages/disadvantages of AP chemistry, high school/college courses, and grouping all chemistry students in one class were among the topics discussed. (JN)

Highlights seminar which addressed education of the nonmajor. Following brief comments on plan/execution of the seminar program and Japanese system of education, 19 recommendations are outlined and summarized. Recommendations focus on various aspects of courses, curricula, instructional strategies, and other factors related to nonmajors in the…

Selected aspects of a self-paced chemistry program are described. These include student selection, supervision requirements, and grading indicating that student selection is the key to a successful program. Also points out that quality/quantity of learning (determined by testing) is comparable to traditional lecture courses. (Author/JN)