Living in an unpredictable and ever changing society demands from its' citizens the development of complex competencies that challenges school, education and curriculum. PARSEL, a pan-European Project related to science education, emerges as a contribution to curricular development as it proposes a set of teaching-learning materials (modules) in…

This article summarizes the major components of curriculum design: vision, operationalization of the vision, design, and evaluation. It stresses that the relationship between these components is dynamic, and that the process of curriculum design does not proceed via a linear application of these components. The article then summarizes some of the…

Explains the recent proposal of the National Curriculum for Science "Keeping School Science in Step with the Changing World of the 21st Century". Focuses on scientific literacy, assessment, and curriculum models. (YDS)

Describes the development of a minicourse organization for an introductory biology course at the University of Northern Colorado. Optional experiences and evaluation procedures are discussed. (RH)

Described is a conceptual model for comparing, synthesizing, and evaluating present instructional strategies and for research and development of new instructional programs. The model is based on the assumption that instructor's behavior can be categorized according to observable characteristics and that these categories will be subsumed under the…

Presented is a scheme for systematically analyzing curriculum prescriptions to produce probing arguments in defense of the instructional objectives of each curriculum. With the probing arguments thus defined, a defensible, analytical choice between the alternative prescriptions would be facilitated. Included are four detailed examples of the…

Discusses means of improving curriculum evaluation, especially with respect to the Australian science curriculum. Provides a clear definition of curriculum'' and suggests a master model for curriculum evaluation. Recent trends in procedures for evaluating student progress are also outlined. (JR)

Describes the development of a course for pupils of low educational achievement aged 14-16 years, in an urban comprehensive school in the United Kingdom. (HM)

Discusses the existing design of some undergraduate physics courses, and outlines the general aims which will give the development of a physics curriculum a definite direction and approach. (GA)

This report provides some guidance and materials that could be useful to those considering planning and conducting a curriculum demonstration day in a local school. These materials were used successfully in ERIE's pilot school, and they demonstrate a fully implemented elementary school science curriculum. Included in the document are a checklist…

Presented at the annual meeting of the National Association for Research in Science Teaching (NARST) in April, 1972, in Chicago, this study substantiated the feasibility of teaching science via a socio-historical approach utilizing selected concepts related to the social and historical development of science and selected concepts related to atomic…

Describes a course offered for the freshman civil engineering major at the University of Missouri-Rolla. The rationale of developing the course which focuses on the symbolic, social, and technological aspects of the Mississippi River is included. (HM)

Attempts to assess the impact of the NSF science curriculum projects have been generally unsatisfactory. Much of the NSF impact on science education will probably continue to defy quantification. Whether or not the new curricula achieve their goal of increasing scientific literacy among the public can only be evaluated over the lifetimes of the…

The purpose of this project was to develop and test the effectiveness of relevant and functional general biology laboratory experiences based on the various media with which the student came in day-to-day contact. The review of the literature pertaining to the development of innovative general biology laboratory procedures for the college level…

The relationship between process and content in children's science learning is discussed. The idea that both aspects are important in learning, especially during practical investigations, and that both should be emphasized are presented. (KR)