Understanding the intellectual demands of an intended curriculum is crucial as it defines the frames for teaching and learning processes and practice during lessons. In this study, upper-secondary school chemistry curricula contents in Czechia, Finland, and Turkey were analysed, and their objectives were compared using the Revised Bloom's Taxonomy…

Described are some of the activities, roles, problems and projects of the Education (Research) Committee of the Association for Science Education. (PEB)

Presented is a discussion of the role of explanation and prediction in determining science curriculum content. It is the author's contention that many of the concepts currently presented in high school and college science courses are based on assumptions long rejected as false by scientists because curriculum designers have failed to examine…

This section reports on curriculum development efforts in England in the fields of chemistry and biology. A reading list related to teaching geology is included. (PS)

The author proposes that science curriculums be altered from teaching specialized subject matter and that more time be devoted to applying the disciplines to practical problems as well as imparting competencies in inquiry and values and attitudes concerning evidence and argument, certainty and uncertainty. (BR)

This 15 page booklet describes the Conceptually Oriented Program in Elementary Science (COPES). Problems encountered in science education are stated and the rationale for the conceptual schemes approach is developed to solve these problems. The purpose, objectives, and concepts of the COPES program are defined. The five main conceptual schemes…

Presents a secondary level chemistry curriculum based upon the fluorocarbon-ozone depletion model. (SL)

Summarizes a report issued by a National Science Foundation (NSF) review team concerning pre-college science curriculum projects and recommends a redefinition of NSF's role in implementing natural and social science curricula in the future. Suggests a more systematic approach to the monitoring of curricula projects and awarding of funds. (BR)

This paper (1) describes 4-year efforts of the Eastern Regional Institute for Education (ERIE) to promote use of various process-oriented curricula in over 50 New York State and Pennsylvania school districts; and (2) presents guidelines for curriculum installers based on documented successes and failures in participating schools. (Author/LLR)

Discusses the diversification of biology courses and resources in Ontario province, Canada, resulting from the province's 1960 departure from a prescribed curriculum syllabus. (SL)

Discusses the use of science syllabuses developed in one country that were developed in a second country and the consequences of doing so. (SL)

Suggested is the restructuring of secondary school biology curriculum utilizing an ecological approach based upon the physical existance of man as an individual, and as a species. Examples from a teaching syllabus are given. (SL)

A history and analysis of science curriculum development is presented. Factors which influence the selection and organization of content in a science curriculum are discussed, including Macdonald's curriculum development models, propositions for curriculum development, and changes made in science curricula during the last century. (CJ)