Describes a three-year coordinated sciences course taught to Italian high school students by physics and biology teachers and biology, physics, and psychology faculty from the University of Palermo. The course examines the structure of matter and energy from physical, biological, chemical, economical, and historical viewpoints. (MLH)

Describes a course designed to teach the fundamental microbiological principles common to all disciplines. The course is designed to meet individual student needs through self-directed lab work and various minicourses on topics in applied microbiology. (GS)

Outlines the problems and attempted solutions leading to the structure of a first year interdisciplinary science course. Presents the history and development of the course, staffing procedure, and structure of the course. (GS)

Described is a Dutch thematics physics curriculum recently developed for the average academic secondary student. Discussed are the structure, contents of units, and systematic units of the curriculum. (CW)

Describes three recommended physics programs (minor, basic, and advanced) for prospective high school physics teachers. Provides descriptions of the expected content of the courses in the programs. (AL)

Discusses a Japanese secondary school curriculum that emphasizes two themes: light and substances, and the earth and living things. Examines the way several specific topics are taught, and presents an overall course outline including approximate hours spent on each topic. (MLH)

Summarizes a 10-year Chinese secondary school chemistry teaching experiment, programmed elicitation, which was found to be more effective than traditional Chinese elicitation. Includes sample programmed elicitation textbook section and lesson. (Author/MKR)

Discusses the development, goals, syllabus and evaluation of a four semester hour credit human-centered college biology course for nonscience majors. Brief annotations of sub units of the course are provided. In the course, the use of science-related periodical articles is encouraged. (CP)

Describes an audiotutorial program in Biological Science offered to non-science majors at Western Michigan University and reports the results of an evaluative investigation relating to this program. (JR)

Describes "Studies in the Physical Sciences" (SPS), an audiotutorial physical science course designed for non-science elementary school classrooms. The course is completely laboratory-centered with no formally scheduled classes. Students can work at their own speed, choose what they will study from the sixteen units available and design…

Discusses the characteristics, especially field experience involved, of an elementary science teacher education program, and indicates supportive feedback from students enrolling in this methods course. (CC)

Presents the Nuffield Junior Science Project (NJSP), an elementary science program developed in the United Kingdom. Some learning activities that are contained in Nuffield Junior Science Teacher's Guide I are described. (HM)