The article reviews the current status of special curriculum for gifted learners and proposes a new perspective for the development of mathematics and science curriculum at grades 6-12. Recognition of the need for accelerated content within a conceptual framework that incorporates principles of current technology is emphasized. (Author/CL)

Factors which make a science program effective are discussed, including such skills as: observation; data collection; classification; inference; measurement; prediction; communication; relationships; hypothesis; and models. (CB)

Gives a brief historical view of field trips, summarizes various studies of the implementation of science field trips, and provides suggestions for integrating field trips into the science curriculum. (22 references) (Author/MKR)

Provides the results of a study designed to inventory and collect descriptive information about ecotourism and those institutions that offer such courses in the United States. Twenty-one programs that currently offer at least one ecotourism or nature-based tourism course are identified. (DDR)

Outlines the characteristics of an "ideal" modern science program, notes some sources of guides, gives examples of prototype programs, and discusses staff development, program implementation, and administrative considerations. (IRT)

Reviews 37 trade books recommended for use in the science curriculum, providing a brief annotation for each. Presents a 161-item general bibliography, with indications of grade level, listing more books not extensively reviewed in the article. (SR)

Discusses the "National Science Education Standards" released by the National Research Council in 1995, as it relates to teaching young children. Focuses on two areas: "Science Teaching Standards," how teachers should be facilitating scientific understanding in young children; and "Science Content Standards," what…

Describes an interdisciplinary nature study course developed by the Problem Group on Education in Bulgaria under the direction of Professor Blagovest Sendov. Addressed to children aged 10 to 12, the project developed a textbook used with student-centered, exploratory teaching methods. (JDH)

Analyzed are the deficiencies of a traditional freshman course in chemistry, including (1) chemistry model usage, (2) inadequate discrimination between related but different basic concepts, and (3) methods for teaching elementary ideas. Described is an approach used to resolve these problems. (CS)

Examines the state of school science in the elementary grades and offers suggestions for those principals who have determined that their schools are weak in science instruction. (IRT)

Presents analyses of different aspects of various types of texts so teachers may make informed decisions when selecting trade books to enhance their science program. Provides an overview of three major categories--genre, content, and visual features--that the literature supports as important in the selection of books for science. (SG)

Describes the Ministry of Education's environmental education program; its goals, organization, content, implementation program, and formative evaluation plan. (JDH)

Discusses teaching approaches which incorporate science/technology/society issues in elementary and secondary school science curriculum, including short topics, discrete units, elective courses, full-fledged science/technology/society curricula, and interdisciplinary courses taught by several teachers in different fields. Ways to persuade teachers…

Science curriculum and the factors influencing it are discussed with emphasis on the desirable outcomes of a curriculum. (JMF)

Presents a list of six concepts that form the basis of modern chemistry and that should be included in introductory chemistry courses. Discusses atoms, molecules, and ions; the chemical bond; molecular shape and geometry; kinetic theory; the chemical reaction; and energy and entropy. (JRH)