Presents the present status of unified science education and provides a pragmatic, philosophical and psychological rationale for this approach. (GS)

Presents one school's philosophy and processes in the adaption of a unified science program. Describes the programs, philosophy, sequencing, organization, and advantages. (DS)

Discusses the development of a secondary level unified science module as a six-stage process. A module on oceanology is utilized to describe procedures at each stage of the module development process. (SL)

The purpose of this study was to develop and implement a means of assisting teachers to infuse the teaching of science processes into an existing Unified Science program for grades K through 6. The identification of component science skills for each grade level and subsequent writing of sample activities are described. Field testing of the…

A report on the status of environmental education (EE) in the Australian School Curriculum includes (1) a content analysis for EE in course study guides; (2) a discussion concerning environmental science and postcompulsory curriculum reform; (3) a summary of the study results; and (4) a list of challenges for future EE. (five references) (MCO)

This volume reviews recent developments in integrated science instruction, concentrating mainly on works at the elementary and junior secondary levels. Examples of how various educators have attempted to define integrated science are presented in part one. This section also provides general background on the trend toward integration. The rationale…

Environmental Education (EE) is described as a process of moving individuals toward stewardship and ultimately a union view of the relationship of people with nature. This document presents a general tenet of EE and explores some prevalent precepts that can be a guide to fully incorporating EE into all teaching settings. The percepts are explored…