Describes factors to be considered before and during implementation of new curricula. Includes question lists and suggested strategies specifically for implementing new "teacher-proof" curricula. (SL)

Discusses how the upper secondary science curriculum in Japan has been revised, and reasons for this revision. Describes the objectives and content of the new curriculum. (MLH)

Reports on a national survey conducted to determine priorities in ocean science study as identified by oceanographers. The priority determinations gave equal weight to relevance and academic importance of ocean problems. (Author/GS)

Presents an in-house strategy for evaluating developed curricula. The strategy is demonstrated via the evaluation of the Individualized Science curriculum. (SL)

Describes an educational TV series, broadcast in Pennsylvania, called Science for the Seventies (SFTS), which presents science lessons for the elementary level. Each lesson consists of objectives, background information, an equipment list, and four or five related science activities. (MLH)

Described is science content within an interdisciplinary core curriculum at the New School of Liberal Arts, Brooklyn College. The first two years of undergraduate work consist of art, literature, history, and science within a choice of five time periods. Also offered is a science and humanities course. (DS)

Gives examples and advantages of various levels of teacher participation in science curriculum development, especially emphasizing Nuffield curricula. (MLH)

Describes the background and 38 steps of the development of the Australian Science Education Project (ASEP) Curriculum. Discusses some implications and eight points using formative evaluation to improve science curriculum materials. (YP)

This paper describes how the Canadian province of Saskatchewan responded to demands for science curriculum renewal. Eleven topics for discussion in the science education field study were posed and reactions from teachers and administrators are reported. (YP)