Distinguishes between the content and the process in teaching physics although recognizing their interdependence. Examines the objectives of college physics and describes the nature of physics courses to meet these objectives, both for the physics majors and the nonmajors. (RR)

As a supplement to the principal reports of the U. S. Naval Academy Self-Paced Physics (ED 062 123 - ED 062 125), the course objectives, structure, and sequence are discussed in this document to provide an overview of the program's development and operation. Following a description of goals, characteristics, content, systems approach, media…

Discussed are the deficiencies of teaching laboratories in science education and the feasibility study and development of the Institute for Teaching Experimental Chemistry at Carnegie Mellon University. The primary goals of the program and its significant elements are presented. (CW)

Described is the development of a course for future science teachers through the collaboration of middle school teachers, mathematicians, scientists, and science educators. The experience of the team approach and a field test of the resulting activities are discussed. (CW)

Discussed are some of the reasons for and arguments against teaching the history of physics to physics majors. The course goals, philosophy, and content are described. Sources of material are listed. An outline of the course content, and a bibliography used to develop the course are included. (CW)

Describes a secondary-level physics course set up as a cooperative venture by an independent secondary school and a college. The course (part of the School-College Articulation Program (SCAP) combines content, style, and structure of college courses with surroundings familiar to students. Aims of the SCAP program are also described. (JN)

Suggested is an approach to general biology which may be effective in sustaining student interest and infusing an appreciation for science. The goal of the approach is to foster life-long learning and capability to make connections and draw inferences. Examples using the levels of biotic organization are given. (CW)

Described is an introductory, nonscience majors biology course. Discussed are the goals and objectives of the course; the use of the learning cycle philosophy of teaching and learning; the use of classic experiments, textbooks, examinations; and the training of graduate teaching associates. (CW)

DURING THE 1967-68 ACADEMIC YEAR, THE NATIONAL SCIENCE TEACHERS ASSOCIATION SPONSORED FOUR WORKING CONFERENCES WITH COLLEGE SCIENCE TEACHERS WHO WERE CONCERNED WITH TEACHING SCIENCE FOR THE NONSCIENCE MAJOR. THE TWO ASPECTS EMPHASIZED AT THE MEETINGS WERE (1) THE MEANING OF THE TERM "SCIENTIFIC LITERACY," AND THE IMPORTANCE OF PRODUCING COLLEGE…

Proceedings of the North Country Workshop on Science, Technology, and the Undergraduate Curriculum are presented. The Sloan Foundation's call for reform of the liberal arts and coverage of mathematics, science, and technology is noted in welcoming remarks by State University of New York, Potsdam, President Humphrey Tonkin. Stephen H. Cutcliffe…

In India, environmental education (EE) is introduced at various levels. Goals of this country's EE programs include: improving the quality of environment to create awareness among the people on environmental problems and conservation; developing skills to solve environmental problems; creating the necessary atmosphere for citizen participation in…