Six undergraduate research projects were identified in a capstone spatial science course to demonstrate service-learning and reflection within a natural resource curriculum. Students met with state and national organizations and formulated plans for a Firewise certification program for a university; developed an historical trail encompassing…

In this paper, we analyze the science activities offered at 7th grade in the Turkish science and technology curriculum along with addressing the curriculum's original intent. We refer to several science education researchers' ideas, including Chinn & Malhotra's (Science Education, 86:175--218, 2002) theoretical framework and Edelson's (1998)…

School-wide curriculum initiatives are complex fields of activity, held together by a cast of heterogeneous actors who put diverse discourses to work in their everyday efforts to shape their work. This paper draws upon qualitative data collected across an 18-month period in a regional Australian primary school that, since the beginning of 2012,…

This study examined how a group of ten middle school teachers implemented a technology enriched problem-based learning (PBL) environment. The goal was to understand their motivation, document their implementation techniques, and identify factors that teachers considered important in using technology-based PBL tools in their teaching. The analysis…

Suggested are three main ways children are brought into contact with environmental matters in school. The environment's use as a mode of learning is suggested. (Author/DS)

This paper (1) describes 4-year efforts of the Eastern Regional Institute for Education (ERIE) to promote use of various process-oriented curricula in over 50 New York State and Pennsylvania school districts; and (2) presents guidelines for curriculum installers based on documented successes and failures in participating schools. (Author/LLR)

Elementary school science curricula being produced commercially are reviewed by NSTA Curriculum Review Center. Emphasis is given to the Modular Activities Program in Science (MAPS). (EB)

Summaries of studies of the Project for an Energy-Enriched Curriculum (PEEC) materials are given, and information is presented about a pilot study in which students were asked to give their perceptions about the quality and usefulness of selected energy units. Some relationships between results of these studies are identified. (MP)

Described is the teaching of technology in British secondary schools. Some of the types of technology courses are described and issues and trends related to the teaching of technology are considered. (RH)

Guidelines which any educator should observe as he incorporates science into the curriculum for the mentally retarded are offered. Active participation with materials is essential. Teaching should proceed from the known to the unknown. (EB)

A call is made for the integration of science and social studies education in elementary and secondary schools. Examples are given of situations where instruction has been integrated over the two areas. It is felt instruction can be provided which focuses on problem solving and decision making. (MP)

THE REVOLUTION IN THE ORGANIZATION AND STRUCTURE OF THE SUBJECT MATTER OF SCIENCE AS TAUGHT IN THE SCHOOLS MUST NOW BE MATCHED TO ANOTHER REVOLUTION IN EDUCATION--THE TECHNOLOGICAL CLASSROOM. CURRICULUM REVISION MUST BE MADE WITH A VISION OF WHERE THE CLASSROOM MAY BE HEADED IN THE FUTURE. THE TRADITIONAL, THE TRANSITIONAL, AND THE TECHNOLOGICAL…

Pinpoints the kinds of problems that must be dealt with in attempting to eliminate sexism from educational materials in chemistry at the secondary level--problems of language, illustrations, and content. (Author/RK)

Discusses the state of biochemistry education in the United Kingdom. Gives an overview of the current educational system. Lists the problems of the school children, the school teachers, and the university teachers and emphasizes problems in the school syllabi. Suggests solutions to these problems. (CW)

This is the teacher's guide for the required, interdisciplinary, ninth-year environmental science course for the New York City Schools. One hundred twenty lesson plans, divided into nine units, are presented. Areas of study include the living and non-living environment, ecosystems, population, urban ecology, energy and technology, pollution, and…