Provided are guidelines for evaluating undergraduate professional education in chemistry. The guidelines summarize an approved program as including: 400 hours of classroom work; 500 hours of laboratory work; a core curriculum covering principles of analytical, inorganic, organic, and physical chemistry; 1 year of advanced work in chemistry or…

This guide to science, technology, and society (STS) education was assembled to assist school districts, curriculum specialists, and teachers in implementing STS in schools. The following categories of resources are included: newsletters and journals; academic series; general reading list; recent periodical literature; selected STS literature in…

This report, containing seven articles, summarizes a series of evaluation studies. The first article, "The Shell Science and Mathematics Resource Centre in 1987," provides an overview of the Centre's mode and reflections about the achievements of the Centre during the three years of its operation. The second article, "The Curriculum…

This article is a report of the evaluation of the second year of the project, ENLIST Micros II. The project is working to develop a model for implementing educational computing in school science. The project goals, staff development, and project activities are described. The participants' checklist, "Microcomputer Use in Science…

Describes the background of the study and fellowship programs for graduates from the developing countries at the Norwegian Institute of Technology. Discusses some experiences with the programs. Includes a brief description of five courses: (1) "Pulp and Paper Technology"; (2) "Marine Civil Engineering"; (3) "Hydropower…

This guide provides information on conducting a detailed program analysis using the New York State Program Evaluation Test in Science. The test consists of two required components (Objective Test and Manipulative Skills Test) and five optional components (Student Science Attitudes Survey; Student Science Program Environment Survey; Administrator…

Collaborations between public schools and national and corporate laboratories, universities, museums, and other institutions may be a significant force in upgrading science education at the elementary and secondary levels. This report focuses on the new, inter-institutional approaches to the improvement of science education and attempts to assess…

Compares eight states on their inservice teacher training programs, changes in the science curricula (including instruction requirements, skill lists, and/or syllabi development), curriculum evaluation, budget-program/personnel commitments, and resources for assistance. These states include Arizona, Florida, Illinois, Minnesota, New York, Oregon,…

This document is designed to assist administrators and teachers in planning, developing, and implementing science programs in kindergarten through grade 12. It provides a philosophical foundation and curricular framework from which educators may construct comprehensive science education programs. The materials presented will aid local school…

Two one-day conferences and a summer institute were held to provide inservice training for chemistry teachers. Brief descriptions of and conclusions related to these programs are provided. It is pointed out that such programs can be conducted without great expenditures of money and that various institutions/organizations are willing to help. (JN)

This is a checklist for use by science coordinators, school principals, science supervisors, and teachers in identifying strengths and weaknesses of science programs in grades five through eight. It can also be used by science coordinators during school visits. This guide contains space for recording information concerning: school name and…

Questionnaires were sent to 2,000 public and independent elementary, middle, and junior high schools in New Jersey to determine the status of K-8 science teaching. Survey results (with 21 percent response) are reported for: organization (grade ranges, school location, total number of elementary teachers, number of elementary teachers teaching…

Learning in Science Project findings have highlighted the quality of interaction between students and teachers as the key to effective learning. Major aspects of this interaction include focusing attention, linking to children's science, encouraging discussion, guiding investigations, challenging ideas/findings, and helping the restructuring…

Investigated is the impact on attitudes of prospective elementary school teachers of pragmatic, success-oriented courses in science as prerequisites for entry into science methods courses. A need for exposing prospective teachers to instructional strategies and experiences which are consistent with teaching practices and curricula employed in a…

This is a checklist for use by science coordinators, school principals, science supervisors, and teachers in identifying strengths and weaknesses of science programs in grades kindergarten through 12. It can also be used by science coordinators during school visits. This guide contains space for recording information concerning: school name and…