Summarizes the result of a subjective evaluation of the Nuffield Primary Science Project, including teacher reaction and the progress of the students in later years of schooling. (AL)

The validity of statements by various "national curriculum projects" concerning the availability of research evidence to support their claims for the attainment of their objectives is questioned. Evaluation procedures employed by these various curriculum development groups are criticized for lack of empirical data. Obtaining such data is…

In the major article in this issue of the "Newsletter of the Engineering Concepts Curriculum Project (ECCP)," Hurd examines the current trends in science education in the United States and lists eight priority needs for science programs in the 1970's. These priority needs are closely related to the necessity of solving science-based…

The content, instructional methods, and exams, as well as justification for the adoption of the science program, are presented. (CP)

Preliminary evaluation report describes two distinct portions of the unit Pushes and Pulls'' in Australian Science Education Project materials. The first portion of the unit is highly structured and the second completely devoid of structure. A detailed description of content analysis technique used is included. (PS)

Reported is an evaluation study of elementary school children's achievement of Science A Process Approach (SAPA) in grade four. A group test consisting of several tasks, providing immediate feedback on overall class performance was undertaken. The tasks focused on behaviors and provided for assessment of transfer of learning and ability to…

This paper presents the theoretical basis for the model of individualization used in an elementary-school science program and describes the Individualized Science (IS) individualized-learning management system, which is an operational realization of the model. The science content and science learning goals of the curriculum reflect the authors'…

This instrument contains activities by which one can determine a child's intellectual development in: (1) observing, (2) classifying, (3) measuring, (4) using numbers, (5) using space/time relationships, (6) inferring, and (7) communicating and predicting. The seven sections of the instrument correspond to those processes defined in Science - A…

Reports on the District of Columbia school system's competency-based curriculum plan for education accountability. (BB)

Reviews the Elementary School Sciences Program (ESSP) in terms of format and content, goals and objectives, student materials, teacher materials, and equipment and media kits. (CP)

Discusses the existing design of some undergraduate physics courses, and outlines the general aims which will give the development of a physics curriculum a definite direction and approach. (GA)

Discusses formative evaluation (those evaluation activities carried out while a curriculum is still being developed) and relates this to the development of the Individualized Science (IS) program at the University of Pittsburgh. (PEB)

This study was designed to see if objectives accompanying test items increased cognitive learning. The results indicate that objectives accompanying pretest items facilitate student study and preparation for posttests, but objectives accompanying posttest items inhibited performance. (BR)

Presents data concerning teachers' reactions after using Australian Science Education Project (ASEP) materials in Tasmania. (PEB)

Reported, in a somewhat tongue-in-cheek manner, is information concerning student ratings of trial versions of Australian Science Education Project (ASEP) units. (PEB)