Presents the course outline for "Science: A Way of Knowing," a content-integrated science course designed for high school students to learn about the nature, the processes, and the social aspects of science. (CS)

This commentary discusses an unstated assumption made in a Do It Yourself Curriculum Guide, that "any combination (of outcomes you select for your school curriculum) is as good as any other." Other inadequacies in the Guide are included. Discusses also the problems associated with justifying science in the school curriculum. (CS)

The article addresses the emerging consensus concerning environmental education in Australia. Problems with the emerging consensus are pointed out, including misleading simplicity and lack of clear assignment of responsibility for environmental education. New tools for sharing information and enhancing the developing consensus are delineated. (RE)

The author sets forth a taxonomy of the decisions essential to planning a chemistry education curriculum. Elements of the taxonomy are: value decisions, content decisions, pedagogical decisions, sequencing decisions, evaluating decisions, feasibility decisions, implementation decisions, and accountability decisions. (RE)

The article advocates the use of content topics, and by the use of appropriate enquiry process skills, the development of broad concepts which will encourage children to consider their attitudes in a broad range of issues and the part they can play in decisions about them. (Author/RE)

Discusses methods for dealing with the inclusion of controversial issues in a science program. Two kinds of issues are treated: those that arouse parental sensitivity and those over which consensus has yet to be reached. (CS)

In light of criticism leveled at secondary school programs, the teaching of physics is examined in the context of successes, failures, and opportunity for improvement. Discussion proceeds under three main headings: the context of physics teaching; curriculum content and materials; and the teaching-learning process. (Author/RE)

Describes primary science education in Australia from the 1960s to the present. Suggests what changes should be made in the primary science curriculum and how these changes could be implemented. (DS)

Reviews the prerequisite knowledge chemistry students need before a thorough understanding of chemical equilibrium can be achieved. Outlines two microcomputer programs developed to enhance and consolidate students' understanding of chemical equilibria. Includes a sample run and student worksheet. (DS)

Describes a year 12 preemployment science course which includes (1) the study of human physiology; (2) construction, maintenance, and repair of science materials; and (3) teaching science to year three and four students at a local primary school. (DS)

Summarizes major features and broad principles of design determined by the editorial panel of the Australian Academy of Science School Chemistry Project. Features discussed include roles of practical work, theory text and laboratory manual, structure of materials, subdivisions of content in text, writing, and appeals for assistance in the project.…

Outlined are some considerations for designing curricula for children of low educational attainment. Appreciation of such children's characteristics and the underlying causes of low educational attainment may contribute to better accommodation, in curricula, of the needs of these children. (Author/RE)

This is an announcement of a series of small booklets produced by the Science Teaching Project of the Curriculum Development Centre in Australia. Each booklet is designed to be of practical assistance to science teachers and guidance for the classroom situation. (CS)

Provides instructions and rules for a game to teach covalent bonding in which a set of plastic atoms are combined to produce stable covalent bonds. (DS)

Describes modular science units for use in New Zealand primary schools. Includes a description of format, trial units, final product, and list of titles, as well as samples of a title page and page from a teacher's guide. (DS)