A new system for the experiments on intermolecular forces is presented in the interest of laboratory safety. (GS)

Discusses features of the "Basic Science" course in Japan; reasons why few students selected basic science; the development of Science I and Science II (results of the curriculum revision); and the relationship between Basic Science, Science I, and Science II. Science I and II objectives are provided in the appendices. (JN)

Presents three separate but related discussions on the rationale for including electronics into school physics programs. Pressures for curriculum change, strategies for teaching electronics, objectives of electronics, and other areas are addressed. (JN)

Discussed are changes made in the physics curriculum of the Danish Gymnasium. Presents a table showing the curriculum for science and language tracks. Describes five dimensions of physics and intermediate and high level courses. (YP)

Described is a science program being developed at a high school in Great Britain to cater to the particular needs of females. Curriculum was modified in third, fourth, and fifth examination years to emphasize social nature of science and relevance of science to pupils' lives. Some of the problems encountered with program and selected parts of…

Proposes that the concept of evolution be used to integrate and link topics in biology syllabi. Justifies and cites advantages of teaching biology from an evolutionary viewpoint, providing specific examples of implementation possibilities. (ML)

Discussed is an approach to learning in which students are given the opportunity to discuss and rationalize the conflict between the students' existing misconceptions and the phenomenon to be studied. Curriculum materials for a unit on acids and bases were developed using this strategy. (KR)

Describes a high school botany course in which the students must collect plant specimens, prepare herbarium cards and identify the specimens. (LS)

Describes an activities approach to the Man-Made World that is organized as a series of mini-courses to enable disadvantaged and unmotivated students to achieve a degree of technological literacy. (GS)

Presents a student centered science curriculum model utilizing inquiry strategy and language rich experiences to develop student skills of questioning, thinking, speaking, listening, and reading. (SL)

Examines various issues related to the establishment of a core of physics studies at 16+ and 18+. Indicates that a core physics syllabus should be concerned with phenomena, theory, models, and applications and not with such topics as the use of a U tube manometer. (JN)

Describes a curriculum development project in which the Science Education Center of the University of Oklahoma and the science department of Norman (Oklahoma) High School prepared and classroom tested complete courses in biology, chemistry, and physics using the learning cycle principles of exploration, conceptual invention, and discovery. (JN)

Rapid advances in microelectronics over the past few years have generally been beneficial, but they have also created some problems, and questions must be asked about the philosophy for including aspects of the new technology in the school curriculum. This statement, prepared by the Microelectronics and Science Education Subcommittee of the…

Discusses the concept of quality, relates quality to four themes of the evolving science curriculum, and examines implications for science teacher education. The four curriculum development themes focus on problem-solving skills, the cultural heritage, a conceptual framework of the realm of science, and moral/ethical issues resulting from…

Discusses the implementation of the "Science in Society" project into Oxfordshire schools. The place of the course in sixth form schools, teacher attitudes about the course, local school initiatives, ways of overcoming problems in teaching the course, and other topics are addressed. (JN)