Contributions made by UNESCO are evaluated and a plan of action is presented. Accomplishments as measured by publications, conferences and workshops, and technical services are discussed, along with future plans. (DF)

A rationale is presented placing the teaching of science in a more meaningful context for the layman and requiring new synthesis of subject matter, less oriented to emphasizing the structure of disciplines. (DF)

Science outside the classroom is integrated by dealing with real problems in a real world which is opposite the precise, neat, and nonrelevant science that the student receives in school. (DF)

Describes a secondary level program which offers science as an elective program based primarily on student interest. (SL)

A description of the present position of the FUSE organization relative to the development of unified science programs is discussed, including the related purposes and directions that characterize the newly established center. (DF)

Interdisciplinary modules that are interchangeable can be arranged to emphasize the interrelationships of science and to open many flexible options in science curriculum. (DF)

It is suggested that integrated programs can be used with students from primary through college levels. Models are presented covering the process, thematic, applied science, environmental, project, concept, and pattern approaches. The importance of teacher education for such programs is also discussed. (DF)

Examines the major features and aims of the Nuffield science programs offered in British secondary schools and compares and contrasts these programs with science education in American schools. Suggests that British and American science teachers would mutually benefit by conversing and exchanging ideas. (JR)

Examines the status of pre-college marine science programs and their rapid development during the past few years. Discusses the outcome of a survey designed to provide the information for a directory of marine science education (published in June, 1973). (JR)

Twenty-five years of research comparing student performance in NSF-funded science curricula to student performance in traditional courses was examined as part of a comprehensive synthesis of science education research. These curricula were found to be consistently more effective, suggesting that their philosophies/strategies/materials be…

Describes Project JUST (Join Underrepresented in Science and Technology), an initiative whose goal is to create an atmosphere of systemic change within an urban school district that results in minority students excelling in upper level math and science courses. Discusses leadership, governance, and management; a standards-based curriculum;…

Presents strategies for planning lessons for home-schoolers, science circuses, and summer science programs with multi-age groups of children. Suggests a spiraling curriculum centered on big ideas and varying a common activity in mixed-ability classrooms. Includes examples of activities for multi-age groups. (KHR)

The Search for Excellence in Science Education (SESE) project gives national recognition to outstanding science programs. Descriptions of five high school physics programs selected by SESE are provided. Unique aspects of the programs, instructional strategies, and other areas are included. (BC)

Describes the development, philosophy, and science offerings of the junior high and middle schools of the United States, and examines new directions emerging for science education in these schools during the next decade. (JR)

New objectives in science education will include man and the environment, science and society, and teaching moral values through science. Describes broad generalizations which exist or are implied in current programs as well as those new generalizations which are or will be included in developing programs. (DF)