Core concepts provide a framework for organizing facts and understanding in neuroscience higher education curricula. Core concepts are overarching principles that identify patterns in neuroscience processes and phenomena and can be used as a foundational scaffold for neuroscience knowledge. The need for community-derived core concepts is pressing,…

Many arts-focused colleges and universities in the United States offer their undergraduate students coursework in science. To better understand the delivery of science education at this type of institution, this article surveys the science programs of forty-one arts-oriented schools. The findings suggest that most science programs are located in…

Science programmes which prepare students to read critically and respond thoughtfully to science-based reports in the media could play an important role in promoting informed participation in the public debate about issues relating to science, technology and society. Evidence based guidance about the practice and pattern of use of science-based…

Food and conservation science curriculum, net-zero design and student-based building performance monitoring have come together in the unique and innovative new Music and Science Building for Oregon's Hood River Middle School. The school's Permaculture-based curriculum both informed the building design and was also transformed through the…

This study presents a description and analysis of a ninth-grade integrated science curriculum developed and implemented by teachers within a high school science department and subsequently sustained for over 25 years. The Integrated Science Program (ISP) at Lakeside Southwest High School depicted here offers a unique example of longitudinal…

What happens when university curriculum developers are mixed with motivated elementary teachers? ? An awesome learning collaboration that benefits researchers, teachers, and students! That's what the authors discovered when they--university researchers involved in the Physics for Elementary Teachers (PET) project--teamed up with local elementary…

A novel "Whiteheadean" science program was initiated in England and Wales in September 2006. Following a critical House of Commons report in 2002, the government altered the National Curriculum targets and thus forced the Examination Boards to alter their specifications in order to come in line. Assessment at GCSE level (i.e., the 14-16…

Indicates the necessity of curriculum frameworks that enable all students to achieve their maximum potential literacy; to create their own knowledge; and to develop in directions unique to their needs, interests, abilities, and perspectives--that is, to become self-actualized. (Contains 65 references.) (Author/YDS)

Outlines the philosophical basis of the innovative Nigerian Secondary School Science Project, its educational objectives, the structure of its objectives, and the nature of the curriculum activities and plans of the program. (MD)

Discusses processes for change that have been used to introduce innovative learning processes into laboratory courses. In one case the content of the course was not changed, just the order of presentation. In the second example cooperative learning processes were introduced in order to facilitate a change in the course content. (AIM)

1984 marks the implementation in Scottish schools and colleges of Standard Grade courses for the 14 to 16 age group and the 16-18s Action Plan. This review will introduce these two major curriculum changes to non-Scottish readers, and emphasize the changes which will occur in science. (JN)

Describes the Key Stage 3 Strategy and its four main principles-- expectations, progression, engagement, and transformation. Includes an example of a high school science booster program. (DDR)

Summarizes a level in the science education curriculum and identifies some goals to be reached. Examines the scope for future development and speculates on possible obstacles in reaching those goals. (DDR)

Proposes that one way of smoothing the move from primary to secondary science is for year 6 students in primary school to begin work that is continued in secondary school. (DDR)

Introduces a science program that provides an exciting, safe, and interactive educational experience. Describes activities and the impact of this program. (KHR)