Science outside the classroom is integrated by dealing with real problems in a real world which is opposite the precise, neat, and nonrelevant science that the student receives in school. (DF)

A description of the present position of the FUSE organization relative to the development of unified science programs is discussed, including the related purposes and directions that characterize the newly established center. (DF)

Interdisciplinary modules that are interchangeable can be arranged to emphasize the interrelationships of science and to open many flexible options in science curriculum. (DF)

Suggests areas of consideration when "custom fitting" a science program to a school district, its teachers, students, and resources of time, space, and equipment. (CS)

Outlines the science courses taught in year 11 at Sacred Heart College in Australia. A feature of these classes is that all periods in all classes may be taken in laboratories designed and equipped for the particular subject. (MLH)

Asserts that technology has a place in the schools through three spheres: craft and design workshops, hobbies and technology centers, and normal science periods. The teacher need not radically change the content of current science courses, but rather teach the existing material in a technological way, by showing applications, and teaching…

This publication provides an exchange of information on modern content, approaches, curricula, and techniques introduces in the early 1960's, as well as additions or modifications made to older teaching methods during this period. The information presented consists partly of reprints from scientific journals and books and partly of reports. The…

One of a series on different topics designed to guide college physicists to some of the literature and teaching aids that may help them improve course content. (DF)

It is suggested that integrated programs can be used with students from primary through college levels. Models are presented covering the process, thematic, applied science, environmental, project, concept, and pattern approaches. The importance of teacher education for such programs is also discussed. (DF)

This paper, presented at the 1971 Annual School Science and Mathematics Association Convention, identifies crucial directions in science curriculum planning and discusses the supporting rationale. (DT)

Piaget's work is seen as a basis for the assessment of a projected course. The stages of a course ought to follow the same order of increasing logical complexity as are present in the pupils' own development. (LS)

This survey of the middle schools of the Leeds Education Authority includes statistics concerning laboratory facilities, the number and the education of science teaching staff, the average size of science classes, and the type of science course content. (MLH)

This document presents the National Science Foundation (NSF) review of science education strategies and models that have been developed and pursued via NSF support during the period 1959-1976. The review describes how federal policy and strategies on science education have changed over time and how they have affected programs and budgets. Also…