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Nagalski, Jan L. – Science Teacher, 1980
This article defines inquiry, analyzes the results of the implementation of inquiry-based science curricula in the 1960s, and supports the continued emphasis on inquiry-oriented teaching in the back-to-basic curriculum reform presently being advocated. (CS)
Descriptors: Curriculum Evaluation, Inquiry, Science Course Improvement Projects, Science Curriculum

Besvinick, Sidney L. – Educational Leadership, 1988
Contends that school science programs should return to the visionary programs of the 1960's, which developed logical thinking and problem solving. These have since given way to a barren emphasis on fact acquisition and "cookbook" lab activities. (TE)
Descriptors: Curriculum Design, Elementary Secondary Education, Logical Thinking, Problem Solving

Yager, Robert E. – Educational Leadership, 1988
Argues that science programs developed during the 1960's should be replaced by "science/technology/society" (S/T/S) programs, which build on students' curiosity and concern about local problems. (TE)
Descriptors: Curriculum Design, Elementary Secondary Education, Logical Thinking, Problem Solving

Haber-Schaim, Uri – Physics Teacher, 1982
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)
Descriptors: Curriculum Development, Mechanics (Physics), Physics, Science Course Improvement Projects

Kieffer, William F. – Journal of Chemical Education, 1980
Presented are the author's impressions of the status of chemical education during the period from the mid-fifties to late sixties. (HM)
Descriptors: Chemistry, College Science, Curriculum Development, Educational Development

Eisenkraft, Arthur – Physics Teacher, 1981
Presents an interview with Fletcher G. Watson, best known to physics teachers as codirector of Harvard Project Physics. Dr. Watson speaks of his career as a science educator, history of science, Piaget, state of science education in the United States, and curriculum projects, among other topics. (SK)
Descriptors: Higher Education, Interviews, Opinions, Physics

Maddock, M. N. – Studies in Science Education, 1981
Draws on literature from the fields of science education, anthropology, and other areas. Proposes a viewpoint that science and science education are cultural enterprises which form a part of the wider cultural matrix of society and that educational considerations concerning science must be made in light of this wider perspective. (DS)
Descriptors: Anthropology, Communication (Thought Transfer), Foreign Countries, Higher Education

Roberts, Dana – Physics Teacher, 1982
Presents excerpts of an interview with Philip Morrison, Institute Professor of Physics at M.I.T., who has made significant contributions to areas ranging from high-energy astrophysics to elementary school science education. (Author/SK)
Descriptors: College Science, Higher Education, Interviews, Opinions

Millar, R. H. – European Journal of Science Education, 1981
Outlines an approach for interpreting the influence of social factors on the directions in which secondary school science curricula have developed and explores the influence of the institutional context of comprehensivization on emerging science curriculum in Great Britain in the 1960s. (Author/DS)
Descriptors: Cultural Influences, Curriculum Development, Curriculum Evaluation, Opinions
Marinez, Diana I.; Ortiz de Montellano, Bernardo R. – 1988
There are many ways in which science can be made culturally relevant: archeoastronomy, mathematics, geology, ethnobotany, chemistry, and art can all be taught from a perspective celebrating the accomplishments of Mexican American and American Indian science and encouraging exploration. A culturally relevant curriculum provides teachers with…
Descriptors: American Indians, Cultural Awareness, Cultural Enrichment, Elementary Secondary Education

Tebbutt, M. J. – Physics Education, 1981
Summarizes results of a survey on teachers' views of the Nuffield A-level physics course (NAP) including, among others, course content, philosophy, examinations, organization, and individual units. Suggests that most teachers surveyed were satisfied with their NAP course. (SK)
Descriptors: Course Evaluation, Curriculum Evaluation, Physics, Science Course Improvement Projects

Rossing, Thomas D. – Physics Teacher, 1988
Discusses a course proposal which concentrates on fewer topics and covering the topics in greater depth. Proposes a sequence in which each topic is introduced phenomenologically, the theory is developed, and the applications are discussed. Uses optics as an example. Lists some disadvantages and advantages of the proposed topical organization. (YP)
Descriptors: College Curriculum, College Science, Controversial Issues (Course Content), Course Content

Millar, R. H. – Comparative Education, 1981
Comparing the secondary physics courses developed by West Germany's Institute for Science Education (IPN) with similar British curriculum projects, the author argues that the differences in style, content, and reception of these curriculums are related to the social locations of the British teachers and the German academics who devised them.…
Descriptors: Adoption (Ideas), Comparative Education, Curriculum Design, Curriculum Development

White, Edwin P. – Science and Children, 1982
Briefly reviews three programs which foster self-directed learning: "Unified Sciences and Mathematics for Elementary Schools,""Environmental Studies," and "Science 5/13." Includes a chart of words and phrases characterizing self-directed and other-directed learning. (SK)
Descriptors: Elementary Education, Elementary School Mathematics, Elementary School Science, Independent Study

Berlin, Donna F., Ed. – School Science and Mathematics, 1990
Discusses the need for curricular and instructional integration of science and mathematics. Describes some reports supporting integration and some curriculum projects that include integration. (YP)
Descriptors: Educational Technology, Elementary School Mathematics, Elementary School Science, Elementary Secondary Education
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