Two-column objectives are listed for an integrated science curriculum (grades K-12), often subheaded according to science area (biology, health, general science, physical science) and grade level. Concepts regarding characteristics of living things are stressed in objectives for the primary grades (K-5), and reproductive biology is covered…

This study was designed to determine if special elementary students could learn basic science concepts. Students included the physically handicapped, emotionally disturbed, educable mentally retarded, and trainables. Modules with pretest and posttest were used. Results indicated that regardless of handicap, students were able to work successfully…

Selected units from a series of 26 activities on the concepts of force, pressure, density and upthrust are provided. The units are intended to be used in a modular approach in such a way as to allow students at different developmental levels to gain an understanding of these ideas appropriate to their abilities. (CP)

Reports on a study which investigated the order of acquisition of intuitive notions of qualitative speed. Results indicated that an array of prerequisites, equivalent, and independent relationships existed among the tasks administered. Confirmed the evolution of reasoning for notions of qualitative speed found by Piaget. (Author/TW)

Describes the priorities and programs supported by the new assistant director for science and engineering education at the National Science Foundation (NSF). Collaboration among academic institutions and the private sector, teacher training efforts, and scientist/engineer professional involvement are stressed. (DH)

Provides background information on rocks and minerals, including the unique characteristics of each. Teaching activities on rock-hunting and identification, mineral configurations, mystery minerals, and growing crystals are provided. Reproducible worksheets are included for two of the activities. (TW)

Examines current philosophies and approaches to science instruction. Offers parameters for consideration in making science courses more relevant to industry, technology, and society. Contrasts two approaches to science education. (ML)

Exposes concerns related to physics in the period of mandatory education levels. Discussed are primary science, the transition from primary to secondary, content and process, double award GSCE science, science and technology, and reform of GCE advanced level. Argues toward a reappraisal of the mechanism for curricular reform. (CW)

Presents a hierarchical list of principles that can be used as a guide in the construction of more successful science programs that have scientific literacy for all as a goal. Lists affective goals for science education. Discusses the role of teachers' attitudes and expectations in teaching this type of curriculum. (CW)

Overviews the "Nuffield Coordinated Sciences" program. Discusses the aim, coordination of content, presentation, and the writing timetable. (YP)

Focuses on what life is like in the three major regions of the ocean: (1) the sunlit surface waters; (2) the dim mid-waters; and (3) the dark ocean depths. Five activities and three pages of ocean organisms for copying are included. (Author/RT)

Describes an activity designed to help children understand why there is a limit to the size of animals that live on land. Details the materials and set-up for this activity. Contains a reproducible, three-part activity sheet to accompany the activity. A key for the teacher is included. (CW)

Provides an introduction to new educational technology. Describes interactive video as a means to enhance learning not to improve teaching. Outlines some of the fears, apprehensions, and antipathies associated with this technology and suggests ways to alleviate them. (CW)

Stresses the importance of hands-on science in elementary schools. Gives tips on designing your own excellent science program. Lists resources for hands-on activities. (RT)

Describes a cooperative program between Indiana University and The Children's Museum of Indianapolis that was designed to expose preservice elementary teacher trainees to children who were interacting with the museum's displays. Discusses some of the misconceptions that the children held about certain scientific concepts and the entertainment…