This paper, presented at the 1971 Annual School Science and Mathematics Association Convention, identifies crucial directions in science curriculum planning and discusses the supporting rationale. (DT)

A need is identified for stressing the developmental and interrelational aspects in secondary school science courses for all students, based on the contention that both science-prone and science-shy students will gain a greater understanding of how science affects our lives. (CR)

Describes the science program offered at Forest View High School, Arlington Heights, Illinois. A wide variety of science courses have been included in the program in response to a survey of student opinion regarding the science topics that they wished to study. (JR)

Summaries of studies of the Project for an Energy-Enriched Curriculum (PEEC) materials are given, and information is presented about a pilot study in which students were asked to give their perceptions about the quality and usefulness of selected energy units. Some relationships between results of these studies are identified. (MP)

Describes a chemistry curriculum development program for nonscience majors being developed in Israel, which emphasizes flexibility in the development and in the final course products. (SL)

A call is made for the integration of science and social studies education in elementary and secondary schools. Examples are given of situations where instruction has been integrated over the two areas. It is felt instruction can be provided which focuses on problem solving and decision making. (MP)

As a major part of their science methods course, preservice elementary teachers start with a tested science unit and assemble a box of related manipulatives, audio visuals, worksheets, vocabulary cards, and other materials to be used in implementing the unit. The unit is then (ideally) used in practice teaching. (SD)