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)

Describes the formation and objectives of the Nuffield Science Teaching Project, and presents results of a study in which 1,723 British secondary schools were surveyed to determine if they use Nuffield science curricula. (MLH)

Reports on the efforts of two groups involved in the formulation of science curriculum for the Least Academically Motivated Pupils (LAMP) in the secondary school. (CP)

Reports on the Progress in the Learning Science Project set up in the United Kingdom to aid teachers in choosing appropriate science activities for their students. The projects materials published under the title of Match and Mismatch are reviewed. (SL)

Discusses a survey of a sample of Australian secondary schools that assesses the use of the Australian Science Education Project (ASEP) materials and its contribution to general education objectives. (MLH)

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

Describes safety education curriculum units produced by the Science Teacher Education Project (STEP) in Great Britain. (MLH)

Discusses a two-year assessment undertaken to evaluate the Nuffield A-Level chemistry course. Secondary teachers selected chemistry experiments for assessment purposes and assessed their students in manipulative skills, observational skills, interpretation skills, creative skills, and attitudes. (MLH)

Describes a survey of a group of British high schools to determine teacher familiarity with and use of two Nuffield chemistry curriculum projects. (MLH)

Achievement scores of Israeli high school students using Biological Sciences Curriculum Study (BSCS) materials were shown to be significantly higher than those for students using another curriculum. (MLH)

Conclusions include that, between Intermediate Science Curriculum Study (ISCS) courses and non-ISCS courses, there is no difference between the students' perception of both classroom activities and teacher personality traits. (MLH)

Describes the content, evaluation, and operation of a high school physics course intended for college bound non-science majors. Discusses some advantages and challenges of contract learning. (CP)