Provides a policy statement of the Association of Science Education including: (1) the place of science in the school curriculum; (2) science curriculum development; and (3) science curriculum implementation. Includes a summary of recommendations and proposals related to these three major areas. (DS)

Provides a sample of journals and other publications available to science and mathematics teachers on the educational aspects and issues associated with microcomputers. Brief descriptions include the history, cost, and emphasis of each journal. (DS)

Provides an explanation and background material for the use of time lines to predict positions of five planets. (DS)

Examined are social factors that influence biological science knowledge content in terms of these paradigm shifts: the DNA revolution, the Continental Drift revolution, the Darwinian revolution, and the sociobiology revolution, with the term "revolution" being used in the sense of Thomas S. Kuhn's writings. (PB)

Analysis of an open-ended survey of 144 university and school science educators resulted in identification of six major problem areas: conceptual, organizational, teacher-related, student-related, university-centered, and societal. (Author)

Announced is the availability of a set of lessons for middle school and secondary school teachers who want to teach about energy. Concrete experiences are emphasized in this instructional program. (SA)

This is an announcement of a series of small booklets produced by the Science Teaching Project of the Curriculum Development Centre in Australia. Each booklet is designed to be of practical assistance to science teachers and guidance for the classroom situation. (CS)

Presents an interview with Fletcher G. Watson, best known to physics teachers as codirector of Harvard Project Physics. Dr. Watson speaks of his career as a science educator, history of science, Piaget, state of science education in the United States, and curriculum projects, among other topics. (SK)

Reports results of a survey of 398 physics departments. General areas considered include undergraduate majors, programs, teaching, and undergraduate and graduate teaching assistants. States that faculty rarely are given release time for new course or curriculum development. (SK)

Provides instructions and rules for a game to teach covalent bonding in which a set of plastic atoms are combined to produce stable covalent bonds. (DS)

Discusses the need for a science-and-society course to fill the educational gap in school science, suggests how it should be taught, and presents a possible course syllabus. (SK)

During the late sixties and early seventies a new nontextbook, lab-centered approach was used in science instruction in elementary grades. With the arrival of the eighties, science curriculum has come full circle, and new science textbooks with corresponding curriculum guides are being adopted. (JN)

Discusses how modern mathematical language can be used to develop chemical ideas in class. Examples for the application of Venn Diagrams and Flow Diagrams in teaching chemistry in the Nuffield courses are presented. (HM)

The analysis of data from a survey of lecturers and students in 13 universities/university colleges, together with evidence from other independent sources, shows that the introduction in the sixth form of a common core biology syllabus with specialist options is desirable. (Author/MA)

A teacher's viewpoints and comments on the core syllabus for A-level physics which appeared in the May 1980 issue of "Physics Education" are presented. (SK)