This article describes an approach to developing student reading materials that support middle school learners in a project-based, inquiry curriculum for grades 6 through 8. Reading materials are designed to encourage sense making beyond the classroom, as students read and write about science as it takes place in a classroom and as it occurs in…

This paper, presented at the National Science Teachers Association (NSTA) conference in April, 1972, in New York City, emphasizes the need for science to become more humanistic and integrated. The author advocates that the middle school, being unique, will require a major restructuring of the present curriculum. Also included are goal statements,…

This issue of Biological Sciences Curriculum Study (BSCS) Newsletter reports on several activities in which the BSCS group is engaged. A progress report includes information about revised publications, films and slides, activities abroad, and summer institutes. A progress report of the program for mentally handicapped students is included.…

At the beginning of each year, teachers have the daunting task of deciding which concepts and skills to teach their students. Many teachers feel the pressure to teach "the whole book". This pressure comes in multiple forms. There is ever-increasing pressure to perform well on state, national, and international exams. An added pressure is the…

The theoretical framework for a multidisciplinary science curriculum for early adolescents is described. Enhancing physical, cognitive, moral, social, and personal development of early adolescents is proposed instead of cultural transmission as the chief goal of education. Major elements of the framework include interface themes and subsumed…

Describes the development and field-testing of Insight to Science, a science program for ages 11-13 developed by the Inner London Education Authority and published by Addison-Wesley. The program includes physical and life sciences and is intended as an introductory science experience. (CP)

The Foundational Approaches in Science Teaching (FAST) is an interdisciplinary science program that began as a curriculum reform effort in the mid-1960s. This historical study provides insights into the FAST project and contributes to an understanding of the dynamics of survival of curricular and instructional innovations. Data collection methods…

Reviews various factors of articulation within and between middle and secondary schools and suggests three approaches to solve articulation problems: (1) early and frequent evaluation; (2) establishing a positive social climate; and (3) extending science content using, for example, an interdisciplinary approach. (SK)

Teams of teachers from four middle/junior high schools, in collaboration with faculty from the University of New Hampshire and consultants from the New Hampshire State Department of Education, implemented systemic changes in the teaching of mathematics and science. The curriculum goal was to design, adapt, implement, and evaluate hands-on,…