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 processes for change that have been used to introduce innovative learning processes into laboratory courses. In one case the content of the course was not changed, just the order of presentation. In the second example cooperative learning processes were introduced in order to facilitate a change in the course content. (AIM)

1984 marks the implementation in Scottish schools and colleges of Standard Grade courses for the 14 to 16 age group and the 16-18s Action Plan. This review will introduce these two major curriculum changes to non-Scottish readers, and emphasize the changes which will occur in science. (JN)

This paper describes a method that attempts to confront the challenges of developing an environmentally-based earth sciences program. The research scheme includes five stages: (1) predevelopment study; (2) curriculum development; (3) implementation; (4) formative evaluation; and (5) curriculum modification. The research results indicate that the…

Describes the Key Stage 3 Strategy and its four main principles-- expectations, progression, engagement, and transformation. Includes an example of a high school science booster program. (DDR)

Summarizes a level in the science education curriculum and identifies some goals to be reached. Examines the scope for future development and speculates on possible obstacles in reaching those goals. (DDR)

Proposes that one way of smoothing the move from primary to secondary science is for year 6 students in primary school to begin work that is continued in secondary school. (DDR)

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…

Described is the development of secondary school science education in India from the early post-independence era to date. Development of science instructional materials, science curricula, science academic programs, and science teacher education programs are reviewed. (SL)

Reports on summer geology courses offered for students desiring more advanced work than was available in the elementary geology program. Instructional format, course objectives, and some learning activities are presented. (CP)

The Advanced Physics Project for Independent Learning (Appil) consists of 10 units based on three themes, namely, materials, forces and fields, and waves. Discusses the content and aims of the project, its emphasis on student-centered learning, managerial advantages, characteristics of the teacher's role, resource implications, and other topics.…

Describes a summer science program for high school students which included as one of its objectives the planning of a backpacking adventure in the high Sierra Nevada Mountains. (HM)

Presents strategies for planning lessons for home-schoolers, science circuses, and summer science programs with multi-age groups of children. Suggests a spiraling curriculum centered on big ideas and varying a common activity in mixed-ability classrooms. Includes examples of activities for multi-age groups. (KHR)

Presented is the final report of the University of the Philippines evaluation of the summer science institutes and the implementation of science courses in secondary schools as components of the Science Education Project of the Philippines (SEPP). This evaluation of the SEPP science curriculum improvement project sought to assess student learning…

Summarizes major features and broad principles of design determined by the editorial panel of the Australian Academy of Science School Chemistry Project. Features discussed include roles of practical work, theory text and laboratory manual, structure of materials, subdivisions of content in text, writing, and appeals for assistance in the project.…