This review is based on the experience of an adjunct professor teaching in the Walden University online MSED Science (K-8) program. The program described by Walden University and the actual implementation of the science component of the program as experienced by the Professor will be presented. The program, while a noble attempt at a completely…

Describes the science program offered at Forest View High School, Arlington Heights, Illinois. A wide variety of science courses have been included in the program in response to a survey of student opinion regarding the science topics that they wished to study. (JR)

Describes the structure and content of a four-year physics/microcomputer degree program at the University of Surrey. (SK)

Described is a program in applied chemistry within a classical chemistry department of a university located in a Third World country. The course was designed to provide student with knowledge and skills used by chemists in Jamaican industry. Summer employment is required as part of the program. (DS)

Describes a chemistry course for nonspecialist chemistry students at Sheffield University, England. Visitations to establishments within a twenty-mile radius of the school are listed. Emphasis is on the theory and practice of chemistry and the social implications of science. (SA)

Discusses who takes college-level courses on solar energy; what material should be covered; sources of texts, outlines, curricula, and teaching aids; kinds of equipment needed; and science-, business-, and vocationally-oriented programs to prepare for such solar energy careers as design, research, education, and construction. (Author/JN)

Encouraging scientific thinking through open-ended experiments, allowing students access to common chemical instrumentation, and introduction to laboratory techniques are goals of a high school science laboratory program. Course content (general, inorganic, and organic chemistry), limitations, and course evaluation are discussed. (Author/JN)

Describes the physics program at Saudi Arabia's University of Petroleum and Minerals, including the physics curriculum, examinations, and future plans. Includes comments on the development and operation of the University as a whole. (SK)

Inservice mini-courses using a learning cycle instructional strategy (exploration, invention, discovery) have been developed. A description of the mini-course format (compatible with inservice programs sponsored by school systems), sample outline, and list of courses developed (with themes of environmental science and/or energy) are included.…

The advantages of using videoconferencing in engineering education are stressed. Discussed are technological change, engineering practice, faculty development, educational effectiveness, and teleconferencing vendors. An example of a campus-based teleconferencing service is cited. (CW)

Discussed is the idea that scientific illiteracy among scientists lies at the heart of the problems with undergraduate science education. Included is a description of a science literacy course for nonmajors and a proposed list of the most important ideas underlying science. (KR)

Describes characteristics of and instructional strategies related to an applied physics course offered by the New South Wales Institute of Technology in Sydney. The course has a number of unique features which enable its students to be of immediate use to industry upon graduation. (JN)

Discusses need for and nature of science courses for the nonspecialist, outlining the content of an integrated four-year program devoted to sciences (first two years), technology (third year) and science/technology/human problems (fourth year). Includes recommendations for implementing such a program. (Author/JN)

Describes an interdisciplinary program consisting of two courses. The first course deals with the chemistry of drugs and poisons; the second course focuses on fictional works in which these drugs and poisons are central to the plots. (SK)

Changes in the national secondary science curriculum in England and Wales are discussed. The new syllabus is described and the problems for science teaching created by this new curriculum are highlighted. (CW)