Describes the philosophy and the utilization of a model curriculum dealing with teacher training recently developed in West Germany. Discusses dissemination and implementation of the model. The model curriculum centers around the evolution of the macromolecule concept. (CS)

This essay examines the respective roles of books, teachers, and committees as sources and authorities of scientific information in school science education. Analyzes and compares recent curriculum development trends in the United States, England, and Australia, pointing out differences in perspective regarding authorities about scientific…

Argues for a decision-making-oriented science and technology curriculum for secondary school students which should: (1) expose students to open-ended problems within their natural setting; (2) provide students with real decision-making situations; and (3) involve students in scientific/technological social actions (in community institutions or…

Presents information about the organization and the participants at the Symposium on World Trends in Science Education held in Halifax, Canada in August of 1979. Presents a brief description of the papers presented and lists the views that the discussion participants considered to be problem areas. (GS)

Presents opinions regarding the development of integrated science curricula that provide an interaction between scientific education and social problems. Discusses philosophy regarding the relationship between education and the socioeconomic development in modern countries. (CS)

Analyzes some of the issues involved in the adaptation of science curricula. Identifies situation variables that affect "adaptedness," classifies these variables, and outlines the type of curriculum modification implied. Summarizes using a flow-chart indicating the sequence of questions preceding curriculum selection decisions. (GS)

Described is the elementary science curriculum "Children and Their Natural Environment" developed by the working group for Educational Research at the University of Gottingen. Objectives are listed as attempting to integrate a particular teaching concept with the scientific way of looking at problems and an attempt to understand teaching…

An historical perspective and emphasis on direct experiences are stressed in school science because, while they are the components most likely to be overlooked, they contribute to the development of pupils' scientific understanding. (Author/SK)

Determined whether the different value positions claimed by Macdonald to be inherent in his three curriculum development models resulted in differences in the content of science curricula and/or the organization of such content. The findings supported Macdonald's contentions. (Author/SK)

Updates the results of a six-year experimental course in physics whose goal was to translate the physicist's approach to science into an approach to the teaching of physics. Provides a course description and rationale and outlines the instructional procedures used. (GS)

Presents a frame syllabus for biology teaching at the primary and secondary school levels, covering the age range 6 to 18 years. The topics listed, with resulting implications for school life and society, can be used to prepare state-level biology syllabi and for curriculum reform. (Author/SK)

Discusses the use of formulae in the teaching of chemistry as part of the individual culture and of the conceptual structure of chemistry. A historical viewpoint on the procedures for structure representation and some educational implications for teaching chemistry in Italy are also presented. (HM)

Presents a historical review of physical geography and its role in the school context. The physical geography lesson units (Soil and Water) of the Raumwissenschaftliches Curriculum-Forschungsprojeckt (RCF-Project) of West Germany are also described. (HM)

Outlines an approach for interpreting the influence of social factors on the directions in which secondary school science curricula have developed and explores the influence of the institutional context of comprehensivization on emerging science curriculum in Great Britain in the 1960s. (Author/DS)

Briefly describes the Department of Education's philosophy and degree programs in science education at Southampton University in the United Kingdom. Includes an annotated list of seven current research projects in the education department. (DS)