The Curriculum for Excellence and new National Qualifications offer innovative reform, based on widely supported ideas and aims, for Scottish preschool, primary and secondary education levels. "Objectives and syllabuses" for science are replaced by "experiences and outcomes". Most strikingly, central prescription makes way for…

First in a series of reports of an investigation designed to determine whether a continuous process of change is possible in science curricula using outcomes of examinations as one source of information. Describes necessary conditions for such a process together with findings relating to various dimensions of the Nuffield examination. (GS)

Reports the findings of a questionnaire-based study of the experiences of secondary science teachers under the British National Curriculum. Suggests a model for future control of the science curriculum. (Author/CCM)

Three separate articles deal with issues involved in development of curriculum. Due to the importance of environmental issues, biological education should include topics of environmental management. Critical examination of a curriculum evaluation entitled Science 5/13: Report for Teachers on the Evaluation of the First Set of Units'' is made. (PS)

Presents student and teacher evaluations of the LAMP unit "Paints and Dyes." The units are designed for low motivated secondary school students. Copies of the objectives and the evaluation instruments are included with the article. (CP)

This article presents the teaching materials developed by the Science and Technology in Society Project (SATIS). Discusses how to demonstrate and assess the relevance of science. (CW)

Offers perspectives on the need for secondary science curriculum reform. Discusses curriculum issues in terms of four stages which include: the nature of science; principles of curriculum design; pupils needs and entitlements; and practical proposals for exploring curriculum models. (ML)

The effectiveness and use of the Science and Technology in Society (SATIS) materials in United Kingdom schools are summarized. Questionnaires, interviews, and classroom observations were used to collect data from both students and teachers. (KR)