In 2005 India introduced a new National Curriculum Framework aimed at providing a more constructivist approach to learning for all subjects. Previous research on the impact of curriculum reform in other countries (e.g., United States) concluded that for reform to be successful teachers' orientations toward teaching and learning must be considered…

Summarizes the early discussion results in the development of a physics project in higher education. Indicates that the first-year experience concentrates on the following aspects: laboratory work, tutorial programs, and individualized instruction. (CC)

Describes teaching schemes and apparatus designed to give the teacher and the student a range of reliable, workable experiments to explore the world of small static charges. (GS)

Green chemistry, the design of chemical products and processes to eliminate hazards to human health and the environment, provides unique opportunities for innovation in the chemistry curriculum for engaging a broad spectrum of students in the study of chemistry. The green chemistry community is expanding efforts to develop educational materials…

Describes the development and provides an example of the type of student investigation that is now considered sufficient for the practical part of the 'A' level physics examination. (GS)

The development of a curriculum that integrates laboratory, field, and nonlaboratory experiences in an undergraduate biology department is described. Some of the laboratory experiences provided students in a Principles of Biology course and how other parts of the upper division curriculum are structured around these key experiments are discussed.…

Evaluates the traditional method of intercalating theoretical and seminar classes with laboratory practical work. Proposes a new schedule where students get problem-based learning of theoretical concepts during the first half of the course, and plan and execute a laboratory project during the second half. (Author/CCM)

Presents the advantages and disadvantages associated with the canned computer lab from the educational and software aspects. Summarizes two years of experience with canned labs and gives an example of a program and a typical student output. (GS)

Proposes that science teaching be based upon experimental work of the students, but most Italian schools are not equipped for this. This implies the development of inexpensive kits and syllabuses which can realistically be used in the schools. Provides one example of a suitable kit for individual experiments on electricity and magnetism. (GS)

Traces the inception of laboratory activities in the instruction of physics in American secondary and higher education institutions. In particular, the impact of Edwin Hall on secondary school physics instruction is described. (CP)

The program objectives are to instruct students in laboratory techniques, experimental procedures, evaluation of results, and laboratory project design. Integration of techniques which may span several areas of chemistry is emphasized in the solution of problems. Current course content of the program is listed. (GS)

This laboratory unit is designed for a minimum of 15 hours of work. Experiments are designed to fit a complete unit of study on energy, and require only simple, inexpensive, or easily constructed equipment. Motivational questions, objectives, support information, feedback items, and follow-up activities are incorporated into the various…

This book presents an experimental approach to the teaching of biology in secondary schools. Starting with a unit on microscopy, the study centers on animals. The two particular examples taken are those of the rat and the rabbit. A number of experiments have been suggested on nutrition, circulation, respiration, sweat, excretion, skin, regulation…

The evolution of a laboratory oriented undergraduate plasma physics course is described. Brief accounts of the 14 experiments utilized in the course are provided. (CP)

This article looks at the problems of revision of laboratory courses. While revision of the syllabus of experiments is expensive, it is necessary to keep it up to date. The nature, causes, and rates of change in practical courses are discussed. (BB)