Discusses means of improving curriculum evaluation, especially with respect to the Australian science curriculum. Provides a clear definition of curriculum'' and suggests a master model for curriculum evaluation. Recent trends in procedures for evaluating student progress are also outlined. (JR)

Described is the program of science education utilized by secondary schools in Tasmania, Australia. Included is a description of the science syllabus currently being adopted by the schools. (SL)

Reports the results of a study in which cognitive-field learning theory was applied to the curriculum evaluation of a unit of the Australian Science Education Project (ASEP). (JR)

Outlines a model for use by science teachers as a framework for making curriculum decisions. An appendix lists 17 activity-based science curriculum materials that are readily available in Australia and suitable for use in grades 7-10. (JR)

Described is the science course syllabus utilized for secondary science education in Queensland, Australia. Included are educational aims, course design, and assessment procedures. (SL)

Science curriculum for the seventies must be more relevant to peoples lives. Widespread disenchantment observed in public about science and technology can only be resolved if science curriculum places sufficient emphasis on human values and scientific thinking. (PS)

Briefly describes some elementary school science programs which resulted from curriculum reform efforts in the United States: Science-A Process Approach, Science Curriculum Improvement Study, Elementary Science Study, and Experiences in Science. (PEB)

Suggests approaches to curriculum production and their application to in-service training of curriculum developers. Also discusses experiences of developing the Australian Science Education Project (ASEP) materials. (MLH)

Describes a curriculum evaluation model that includes a focus of evaluation and the method of evaluation. Identifies three distinct modes of evaluation: unstructured subjective observation, semi-structured consensus of opinion, and structured objective observation. Outlines the role played by curriculum evaluation in science education today. (GS)

Describes the establishment of a science processes curriculum in an elementary school utilizing elements from the Science 5/13 and Science-A Process Approach (SAPA) projects. (SL)

Described is the new grade 12 physics curriculum to be tested in Victoria (Australia) schools in 1977. (SL)

Surveys the research literature on the influence of curricula on attitudes toward science. Research includes teacher's perceptions, comparisons among school subjects, curriculum variables, case studies, and instructional effects. (GS)

Discusses curriculum decisions being made by science teachers in Victoria schools where there are no externally prescribed courses. Questionnaires were sent to 214 secondary schools. Concludes that science teachers are making important curriculum decisions but there is evidence of weakness in the decision making process. (MLH)

Briefly describes the characteristics of process, topic, thematic, applied science, environmental, project, and concept approaches to science curriculum development, and explains why a patterns" approach was used in this project. Sketches the content, teaching, and evaluation of the course. (AL)