The new standards for K-12 science education suggest that student learning should be more integrated and should focus on crosscutting concepts and core ideas from the areas of physical science, life science, Earth/space science, and engineering/technology. This paper describes large-scale, urban elementary-focused science, technology, engineering,…

The article considers the distinction between first- and second-generation science curriculum projects, and describes the first national curriculum developed in Australia, the Australian Science Education Project (ASEP). (MK)

Presents the philosophical basis and general characteristics of the Correlated Science Program and describes specific examples of curriculum and teaching techniques used. Explores problems encountered in developing and implementing the program. (Author/GS)

Describes the project from its inception in 1962 to its present state. Presents a topic outline and describes the variety of school settings and instructional methodologies that exist in the program. (GS)

Details about mathematics education in China, what changes are underway, and the direction these changes are taking at the middle school level. The curriculum at this level is viewed to be quite demanding. It is felt Americans may ponder the great strides of the Chinese in 25 years. (MP)

Describes integrated science activity by UNESCO and in the countries of the Philippines, Singapore, Thailand, Malaysia, Japan, Australia, the United Kingdom, Isreal, and the Carribean. (GS)

Described is the relationship between a middle school and a medical school. Discussed are the background; selection, recruitment and enrollment of students; fostering teacher commitment and cooperation; curriculum design and implementation; student and parent involvement; and applicability to other settings. (KR)

Details of the current energy crisis and the need for educational energy programs are presented. The author presents an outline of energy education concepts and promotes the need for an energy-literate society. (MP)

Describes features and offerings of Project AIMS (Activities that Integrate Mathematics and Science) which relies on materials developed and written by teachers and uses inexpensive, easily acquired equipment and supplies. The focus is on hands-on mathematics and science. Includes a brief critique of the program. (MKR)

Outlines the basic requirements for genuinely transdisciplinary studies. Describes ways of transcending the boundaries of the disciplines and describes a learning environment that would facilitate integration. (GS)

States that real problem solving must become an effective and integral part of education at all levels. Describes the relationship of real problem solving to the USMES class, interdisciplinary education, and the total school program. (GS)

Describes a project that enrolled 36 secondary mathematics and science teachers to work cooperatively to plan a program to help integrate mathematics and science concepts. Thirteen ninth grade study units having a laboratory or demonstration component were developed, field tested, and evaluated. Teachers noted differences in using mathematics.…

Reviews the foundations for individualized instruction in science, analyzes some of the attempts which have been made to implement it in the elementary and secondary schools, and explores the implications of individualized instruction for the science teacher. (PR)