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)

Discusses some of the problems faced by technical advisors implementing projects for the improvement of science education in Africa and reasons for these problems. Problem areas considered include underdevelopment, underestimating the process, finances, personality conflict and motivation, and opposition from key groups. (A list of major UNESCO…

Reviews the state of the art in current science education in terms of curriculum development, instructional procedures, and teacher training programs. Indicates that science education researchers should stop tinkering with piecemeal studies and start delineating the dimensions of dependent and independent variables in new curricula and pupils'…

Criticized are the National Science Foundation (NSF) funded curriculum reforms during the post-Sputnik epoch. The parallels and contrasts between the proposals of today's NSF and those supported during the late 1950s and early 1960s are outlined. The proper role of a policymaking body in American education is recommended. (YP)

Presents the Nuffield Junior Science Project (NJSP), an elementary science program developed in the United Kingdom. Some learning activities that are contained in Nuffield Junior Science Teacher's Guide I are described. (HM)