The science curriculum to age 16 should be judged on how well it meets the needs of students who progress to A-level science courses and those (a larger number) who do not. To address the diversity of students' interests and aspirations, we need a clear view of the purposes of science education rooted in a view of the purposes of education itself.…

Students who engage in undergraduate research experiences acquire many benefits, including an understanding of how scientific knowledge is constructed, recognition that knowledge can be complex and uncertain, and the habit of viewing knowledge critically. This paper describes a first-year two-course sequence that provides multidisciplinary…

This syllabus, which has evolved from the New York State Experimental Biology program, includes a basic core and six optional extended areas designed to be interesting and meaningful to the types of students currently taking the Regents Examination in Biology. The seven core unit topics are: (1) The Study of Life; (2) Maintenance in Animals; (3)…

This publication developed by the New York State Education Department with the cooperation of the University of the State of New York, is a curriculum guide for elementary science (grade 4-6). This guide is organized around 6 large subject areas: (1) Living things; (2) Our growing bodies; (3) Air, water and weather; (4) The earth and its…

Discusses the use of reaction mechanisms rather than functional groups as a basis for organizing and teaching organic chemistry. (MLH)

Summarizes different courses available in pure and applied physics in British universities, polytechnics, and colleges. Marked changes in subsidiary subject studies, course structures, and examination procedures are indicated. (CC)

Advocates the use of minicourses in teaching secondary school science. Topics are suggested and methods for structuring minicourses are discussed. (JR)

Suggests: (1) a "coherent" approach featuring mutual reinforcement, unifying themes, the easy incorporation of seemingly isolated facts, and growing powers of predictability: (2) incorporation of current research findings; and (3) special topics, in addition to basics. Suggests "Account of Chemical Research" as a source for…

Described is an action-learning secondary level biology course which combines science, English, and social studies. Guidelines for selecting topics to be presented and three detailed examples of topics that have been included in past courses are presented. (SL)

Outlines a junior science program utilizing individualized instruction and audiovisual materials as important features of the student-centered program. (BR)

Announces a "user friendly" chemistry course for grades 10 to 12 for college bound students designed to enhance public understanding of chemistry. Discusses the development, field testing, and structure of the course. Stresses the importance of training teachers in the skills required to teach "Chemistry in the Community." (CW)

Describes a two-year course sequence that is team taught and theme centered. Themes include the earth, the senses, time, and rate of change. The teaching method is the discovery approach and the role of the teacher is outlined. Explains student assessment and outlines problems and observations related to the program. (GS)

Three course patterns are currently available to laboratory technician trainees in Kenya. Students may select the full time option (attending classes full time), the sandwich option (alternating between a term of employment and a term of full time studies), or the day release option (attending classes one full day per week from 8:00 a.m. to 6:30…

REPORTED ARE THE PROCEEDINGS OF A COLLOQUIUM HELD AT STANFORD UNIVERSITY WHICH DEALT WITH THE REASSESSMENT OF THE DESIGN OF INTRODUCTORY COLLEGE BIOLOGY COURSES. THE REPORT INCLUDES A DIVERSITY OF IDEAS AND CONVICTIONS, AGREEMENTS AND DISAGREEMENTS, AS EXPRESSED IN INVITED PAPERS AND IN DISCUSSIONS OF PARTICIPANTS. SOME OF THE TOPICS CONSIDERED…