Summarizes the result of a subjective evaluation of the Nuffield Primary Science Project, including teacher reaction and the progress of the students in later years of schooling. (AL)

The final part of a five-part series reporting the results of the evaluation of the trial version of the Nuffield A-level Biology Project presents data from a follow-up study of students one year after they completed the trials. Student perception of the objectives of the course is reported, and employer or supervisor comments on strengths and…

Reports the results of evaluation of specified student and course objectives by teacher ratings and test results. Includes a discussion of the evaluation of the materials as a result of formative evaluation. (AL)

In the major article in this issue of the "Newsletter of the Engineering Concepts Curriculum Project (ECCP)," Hurd examines the current trends in science education in the United States and lists eight priority needs for science programs in the 1970's. These priority needs are closely related to the necessity of solving science-based…

Describes the use of a coding form to classify the type of teacher concerns expressed to consultants assisting in the implementation of a science program. Shows that the utilization of consultants differs depending on the emphasis on in-class consulting. (AL)

Relates results of analyses of student performance on the final course examination to differences in sex, previous educational background, concurrent studies, attitudes toward the course, reasons for studying biology and career aspirations. (AL)

Describes the development, evaluation, and use of Laboratory Explorations in Biology" as an integral part of the Mid-continent Regional Educational Laboratory (McREL) Inquiry Role Approach". Student and teacher reactions are described, and an example of student evaluation of peers' achievement is given. (AL)

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)

The history of the planning, funding, preparation of preliminary materials, teacher preparation, trial teaching, evaluation, revision and final publication of the CHEM Study materials is presented. The anecdotal account points out the difficulties encountered, the solutions found and the pitfalls avoided so that the experience gained may be useful…

Reviews the Elementary School Sciences Program (ESSP) in terms of format and content, goals and objectives, student materials, teacher materials, and equipment and media kits. (CP)

Grade 8 students using the Introductory Physical Science course improved their scores on a test of science processes (observing, comparing, classifying, quantifying, etc.) after studying the first five chapters of the materials. Some evidence supporting a hierarchy of process skills is reported. (AL)

Discusses formative evaluation (those evaluation activities carried out while a curriculum is still being developed) and relates this to the development of the Individualized Science (IS) program at the University of Pittsburgh. (PEB)

This entire issue of the Biological Sciences Curriculum Study (BSCS) Newsletter is concerned with evaluation. In addition to introductory essays on the function of evaluation in curriculum evaluation, especially formative evaluation, the issue contains summaries of the evaluation studies of three newer BSCS products: "Biological Science:…

A follow-up study, completed four years following the curriculum awareness conferences on school administrators and key teachers, focuses upon the extent and success of actual implementation of the various programs of the original study. (GA)