Describes the assessment of providing science education for the 16-19 age group. Also discusses the use of computer printers in science teaching and the Nuffield 11 to 13 science scheme. (JN)

Described is a science program being developed at a high school in Great Britain to cater to the particular needs of females. Curriculum was modified in third, fourth, and fifth examination years to emphasize social nature of science and relevance of science to pupils' lives. Some of the problems encountered with program and selected parts of…

1984 marks the implementation in Scottish schools and colleges of Standard Grade courses for the 14 to 16 age group and the 16-18s Action Plan. This review will introduce these two major curriculum changes to non-Scottish readers, and emphasize the changes which will occur in science. (JN)

Discusses the concept of quality, relates quality to four themes of the evolving science curriculum, and examines implications for science teacher education. The four curriculum development themes focus on problem-solving skills, the cultural heritage, a conceptual framework of the realm of science, and moral/ethical issues resulting from…

Discusses the implementation of the "Science in Society" project into Oxfordshire schools. The place of the course in sixth form schools, teacher attitudes about the course, local school initiatives, ways of overcoming problems in teaching the course, and other topics are addressed. (JN)

Indicates how some branches of chemistry lend themselves to interpretation using a modern mathematical approach. Examples include set theory and the periodic table, matrix algebra and determinants and atomic theory, and symmetry and molecular structure. (GS)

Describes the apparatus of a chemistry kit that also contains a pupil's manual and a teacher's guide. (LS)

Presents eight separate articles on science education. Topic areas addressed include: an inservice course in primary science; improving physics teaching; reducing chemistry curriculum; textbook readability measures; school-industry link for introductory engineering; local education authority initiatives in primary school science; and "Winnie…

Explores parallels between understanding of chemistry for younger teenagers with the learning of a language by younger children. Also discusses: (1) teacher perspective and the development of core science; (2) religion and science; and (3) the physics examinations of the Department of Science and Art. (JN)

Describes (in separate articles): computer simulations in science education; how junior high school students revised an experiment; a framework for assessment in science; physics, relevance, and understanding; a science module for a sixth form general studies course; and assessment of providing science education for the 16-19 age group. (JN)

Advocates and defines a contextual science approach which emphasizes holistic investigations of phenomena. In the approach, small groups of teachers (each with an area of expertise) would be in charge of instruction. An example of the approach (with suggested roles for each specialist) related to the world food supplies is given. (DH)

An astrophysics course based on the constructivist approach to science teaching is described. The study of galactic structure is given as an example. Direct experiences and observations, representative-symbolic language, organized knowledge, and formal strategies are emphasized. (KR)

Offers perspectives on the need for secondary science curriculum reform. Discusses curriculum issues in terms of four stages which include: the nature of science; principles of curriculum design; pupils needs and entitlements; and practical proposals for exploring curriculum models. (ML)

Described is a curriculum development project aimed at stimulating girls' interest in physics with a view to encouraging more girls to pursue the subject further. Included are the background information, implementation, and implications for science teaching. (KR)

Describes an operative model of secondary science curriculum development (the Secondary Science Curriculum Review-SSCR). Explanations of the levels of organization, styles of management, and role functions are stated. Characteristic elements include teacher participation, group autonomy, and shared decision making. Interaction and consultation…