For many in the school science classroom, the term "microbiology" has become synonymous with "bacteriology". By overlooking other microbes, teachers may miss out on powerful practical tools. This article describes the development of an activity that uses algae and yeast to demonstrate gas cycling, and presents full instructions…

Four contributors on curriculum development explain philosophic aspects of Nuffield Advanced Science Projects, a course in science and education, a conservation course, and an audiovisual method for self-teaching. (PS)

Described are a list of topics in secondary school mathematics which have direct relationship to science instruction. Included are topics such as Slide Rule,'' Transformation of Formulae and Solution of Linear Equations,'' Ideas of Symmetry,'' Sine and Cosine Functions,'' Graphs,'' Vectors,'' Statistical Topics,'' and Computer…

Thought papers, research findings, and program descriptions pertaining to science education are presented. Topics include inservice education for primary science, curriculum development, factors affecting science provision for 10- to 14-year-olds, science programs for the gifted, thinking in science lessons, and the nature of scientific knowledge.…

Describes key features of the Nuffield Working with Science Project, designed for students remaining in school past the age of 16 but not following A-level courses. Features include programmed units; student choice; emphasis on skills, methods and attitudes of scientists; decision making; and community involvement. History to date of project is…

Two brief articles describing a chemistry course for grade 8 students in mixed-ability classes and a biology course devoted to the study of man in grade 9 in different English schools are illustrated by examples of course activities and examination questions. (AL)

Summarizes the evaluation of a 4-5 week science program for twelve- to thirteen-year old lower ability students. Includes a description of the program, techniques used in the evaluation, and a model for observing student activity during science instruction. (JN)

Describes an "environmental biology" syllabus offered to third year students at Ounsdale Comprehensive School. Six project areas are described: an individual investigation, a plant project, human biology, rural science, habitat surveys, interdependence. (CS)

Describes the techniques used for science instruction and testing with classes of slow learners" in an English secondary school, emphasizing the role of self-instructional audio programs and the use of audio tests. (AL)

Presents an analysis of the conceptual demands of Nuffield O-level biology, outlines the teaching strategy of the course, describes the population for whom the course is suited, and relates possible instructional modifications for those pupils not ideally suited for the course. (GS)

Briefly reviews British science projects using independent learning, summarizes the Intermediate Science Curriculum Study (ISCS), and considers how far this project can be applied to British conditions. (JR)

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)

Discussed are the Caribbean experiences with school-based assessment in science, considering the general education background against which the strategy was adopted, some school conditions that appeared to be critical to its implementation, and its apparent impact on the teaching and learning of science. (Author)