This article describes key facets of the Cognitive Acceleration through Science Education (CASE), a curriculum that emerged in the United Kingdom, enabling teachers to accelerate the process of cognitive development so that more students could attain the higher-order thinking skills (formal operational thinking) required (Lecky, 2012). CASE, also…

In 2012, WestEd received a "Development" grant from the U.S. Department of Education's Investing in Innovation (i3) competition to develop and implement Internet-based Reading Apprenticeship Improving Science Education ("iRAISE"). "iRAISE" was implemented in Michigan and Pennsylvania and was provided to over 100…

As secondary students' interest in science is decreasing, schools are faced with the challenging task of providing adequate instruction to engage students--and more particularly the disadvantaged students--to learn science and improve their science inquiry skills. In this respect, the integration of Web-based collaborative inquiry can be seen as a…

This article discusses the findings of a survey of centres using the "Twenty First Century Science" suite of GCSE courses, focusing on the impact of its introduction on the number of students beginning AS-level courses in the sciences. The data indicate increases of 24% to 38% in the numbers beginning AS-level courses in the three main…

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…

Discusses briefly some features of the Australian Science Education Project, ASEP, and experiences of teachers and students with these materials. Implications of this program are identified in terms of cost, time, classroom management, teacher education, and evaluation. (PS)

Presents a bibliography for those interested in finding out about the Australian Science Education Project (ASEP), views held about ASEP, and research concerning ASEP. (MLH)

Australian science educators discuss the contributions made to science teaching by the Australian Science Education Project (ASEP) in the first three years of its use. (MLH)

Lists changes which have been made in the program and explains the philosophy upon which the alterations were based. (CP)

Describes a survey in which one thousand British undergraduates who had studied one or more Nuffield A-Level single sciences were identified; both they and their teachers were asked about the influence of this experience on their university performance. The survey revealed definite approval for the Nuffield schemes. (MLH)

Continues the work done by Mackay (1971) and Gardner (1973) in which attitudes of students enrolled in PSSC physics were assessed. (PEB)

Maintains that there are topics of thermodynamics and organic chemistry in Nuffield A-level chemistry program which should be reviewed critically for their content organization. The Nuffield course is considered better than the traditional courses in its educational value, yet highly biased for preparing students for college chemistry courses. (PS)

The first of two short articles describes the American Association for the Advancement of Science elementary school program; the other describes an experimental school-based testing program for the assessment of biology students in England for the award of certificate offered by an external examinations' board. (AL)

A description of CHEM Study and CHEM Study materials includes its rationale, content, and supplementary materials. The authors indicate the wide use of CHEMS was because its development was timely and the program was useful. (PS)