Summarizes the history of concepts concerning the molecular nature of polymers, involving the carbon chain theory, graphic formula, polycondensation, colloidal properties, polypeptide hypothesis, secondary aggregation, and Watson-Crick model. Indicates that macromolecular science should be accommodated within the discipline of molecular science…

Urges the development of futurology courses to aid students in preparing for rapid changes which the future will bring. (RB)

Proposes a 4-part program, using the loose parts principle, to enable children to realize their creative potential. (SB)

Reviews current considerations in science education and some future dimensions of them'' that should lead to increased educational relevance of science education programs. (Author/AL)

The proposed instructional model is an individual fulfillment model and provides the kinds of experiences which will prepare the student for the World of Work. (JS)

Report of a meeting of representatives from the National Recreation and Park Association and the American Association of State Colleges and Universities. (AN)

Author makes the case for starting in high school to improve the literacy and communication skills of students destined for scientific/technological careers. Detailed course program and extensive bibliography included. (PD)

Describes curricular changes and experimental interdisciplinary approaches in teaching foreign languages at Grinnell College, Grinnell, Iowa. Paper read at the 1971 ADFL Summer Seminar for Chairmen, June 21-25, at Middlebury College, Middlebury, Vermont. (DS)

Wisconsin is developing an energy-related education program as an adjunct to environmental education, a program that stresses the infusion of energy concepts in different K-12 disciplines. The seven steps in the infusion process are described. (RM)

Traces, through an autobiographical format, the development of a model for teaching urban studies in the primary grades which addresses eight different features including cognitive development, first hand experience, key concepts, and multidisciplinarity. Provides concrete examples of how the model may be used in practice. (DC)

Three interfaces are presented: that between the biological and social sciences, between nutrition education and health education, and between academia and the practical field. Considers the significance of these interfaces for inclusion in the curriculum for nutrition educators. (DS)