This report, part of the 1972-73 Unified Science and Mathematics for Elementary Schools (USMES) evaluation project, focuses on the effect of the USMES curriculum on the organization and operation of the classroom. For the study, 30 USMES classrooms and 30 non-USMES classrooms were used. Each trained classroom observer, utilizing classroom…

As appendices to the final report on Project Physics (SE 015 500), this volume includes parts of the original documents concerning the project development. Articles published in the "Physics Teacher" are included in reprint form. Evaluation and research papers along with related materials issued in other publications are grouped into…

This is a progress report of an individualized three-year science course for use in the senior high school. The course integrates biology, chemistry, and physics with smaller amounts of astronomy, geology, meteorology, oceanography and space exploration. The course is currently in the second year of tryout in the Elk River, Minnesota, school…

The authors analyze some problems met in the attempt to implement an elementary science curriculum involving the use of Elementary Science Study units. The highly organized large scale effort at implementation seemed to have considerable impact at first, but it is now hard to identify lasting effects. The organization of workshops and use of…

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…

As a part of the unit materials in the series produced by the Australian Science Education Project, this teacher edition is primarily composed of three sections: a core relating to a bicycle, tests, and options. The core is concerned with basic properties of a machine such as force multiplication, speed multiplication, energy dissipation, and…

Assesses the physics, chemistry and biology content of the Nuffield Combined Science Course used in British schools by experimental testing to children's understanding of the course. A model by which the pupils' achievement is mapped to an estimate of their maximum Piagetian level of thinking is presented. (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…

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)

Presents the Human Sciences Program (HSP) developed by the Biological Sciences Curriculum (BSCS) staff. The program is described as modular, activity-centered, personalized, interdisciplinary, and flexible. The article also presents the HSP classroom trial schools and the dissemination centers. (HM)

Compares teacher predictions with student-use data for nine teacher-selected activities during field testing of the Human Sciences Program (HSP). The comparison reveals that in six of the nine activities, a large discrepancy exists between teacher predictions and actual student-use data. (HM)

The development and contents of the Nuffield Advanced Physics project are described. The usefulness of the material to students in college courses as engineers or physicists is discussed. (TS)

Provides brief descriptions of the objectives, content, and curriculum materials of 14 science course improvement projects currently in use in elementary and secondary schools. An analysis of the trends in science education is included. (LC)

Suggests criteria for constructing a "basic" physics program based on such premises as limited class time, time and practice needed for skill development/understanding structuring of subject matter, and choices of content and approach. Long-range objectives related to the list of premises are discussed. (SK)