Outlines the science courses taught in year 11 at Sacred Heart College in Australia. A feature of these classes is that all periods in all classes may be taken in laboratories designed and equipped for the particular subject. (MLH)

Asserts that technology has a place in the schools through three spheres: craft and design workshops, hobbies and technology centers, and normal science periods. The teacher need not radically change the content of current science courses, but rather teach the existing material in a technological way, by showing applications, and teaching…

One of a series on different topics designed to guide college physicists to some of the literature and teaching aids that may help them improve course content. (DF)

Piaget's work is seen as a basis for the assessment of a projected course. The stages of a course ought to follow the same order of increasing logical complexity as are present in the pupils' own development. (LS)

This survey of the middle schools of the Leeds Education Authority includes statistics concerning laboratory facilities, the number and the education of science teaching staff, the average size of science classes, and the type of science course content. (MLH)

Describes the science courses taught in year 11 science at Elizabeth High School in Australia. Includes descriptions of the special teaching methods and curriculum materials specific to each science area. (MLH)

It was the purpose of this study to determine the status of physics teaching in Montana secondary public schools in 1972-73. The results of the investigation were compared to earlier studies to determine the progress that had been made in physics since 1959. The study concentrated on teaching objectives and such external factors as enrollment in…

Examines the major features and aims of the Nuffield science programs offered in British secondary schools and compares and contrasts these programs with science education in American schools. Suggests that British and American science teachers would mutually benefit by conversing and exchanging ideas. (JR)

Describes the science program offered at Forest View High School, Arlington Heights, Illinois. A wide variety of science courses have been included in the program in response to a survey of student opinion regarding the science topics that they wished to study. (JR)

Examines the status of pre-college marine science programs and their rapid development during the past few years. Discusses the outcome of a survey designed to provide the information for a directory of marine science education (published in June, 1973). (JR)

Describes the two science programs in year 11 science at LeFevre High School in Australia. One science program is designed for science students, the other for humanities students. (MLH)

Describes the use of modules to teach secondary science subjects at Para Vista High School in Australia. Five main science subjects (physics, chemistry, biology, earth science, and unified science) are divided into nine modules each. Students may sign up, according to their schedule, to complete the modules of their choice. (MLH)

This book examines questions about the purposes and subject matter of the conventional junior high school science curriculum and presents more than twenty experimental instructional practices designed to improve science teaching at this level. The author recognizes the controversies surrounding organizational proposals for junior high school and…