The purpose of this phenomenological study was to explore how science teachers who persisted in urban schools interpreted and responded to the unique features of urban educational contexts. With 17 alumni who taught in metropolitan areas across seven states, the Science Educators for Urban Schools (SEUS) program provided a research setting that…

This study adds to our understanding of science and mathematics teacher leadership in rural schools. Through In Vivo and Concept coding of teacher interviews, we investigated 20 secondary science and mathematics teachers' perceptions of rural teacher leadership during their participation in a three-year professional development program. As the…

Describes integrated science activity by UNESCO and in the countries of the Philippines, Singapore, Thailand, Malaysia, Japan, Australia, the United Kingdom, Isreal, and the Carribean. (GS)

Details of the current energy crisis and the need for educational energy programs are presented. The author presents an outline of energy education concepts and promotes the need for an energy-literate society. (MP)

Outlines the basic requirements for genuinely transdisciplinary studies. Describes ways of transcending the boundaries of the disciplines and describes a learning environment that would facilitate integration. (GS)

States that real problem solving must become an effective and integral part of education at all levels. Describes the relationship of real problem solving to the USMES class, interdisciplinary education, and the total school program. (GS)

A summer project in which middle school teachers worked with scientists to increase their knowledge of current scientific developments is described. Teacher's logs and notebooks, research scientists' logs, and the education advisor's log were used to compile a multidimensional description of the project's evolution and outcomes. (KR)

The science curriculum in Anne Arundel County Maryland specifies a scheme for major unifying concepts in science and a scheme for scientific literacy as the basic structure of the program. (GS)

Reports favorable results of a process-promoting curriculum installation endeavor, involving time allotment increases, improvement of exercise teaching, pupil acquisition of desired behaviors and skills, and changes in teacher attitudes toward curricula and teaching styles. The use of a professor-consultant in elementary curriculum implementation…

Presents the philosophical basis and general characteristics of the Correlated Science Program and describes specific examples of curriculum and teaching techniques used. Explores problems encountered in developing and implementing the program. (Author/GS)

Describes the project from its inception in 1962 to its present state. Presents a topic outline and describes the variety of school settings and instructional methodologies that exist in the program. (GS)

Describes the history and seven major characteristics of Nebraska Physical Science Project (NPSP). Characteristics include the reduction of artificial disciplinary lines by integration of chemistry and physics, self directed learning, self pacing, multiple resources for teachers and students, and emphasis on behavioral objectives. (PR)