Briefly examines recent trends and developments in tertiary level chemistry in Australia, together with views of its worth, its traditional and non-traditional organization, and the various aims and objectives of chemistry instruction. Attempts to show the implications of these considerations on the teaching of introductory organic chemistry. (JR)

Discusses the place of organic chemistry in the secondary school curriculum, and advocates a mechanistic approach to organic chemistry developed in such a way as to be integrated with general chemistry. (JR)

Criticizes early specialization in O-level courses in Britain and advocates the introduction of combined science at this level. This option would expose students to physics, chemistry and biology and avoid the present specialization that is common when these subjects are taken separately. (JR)

Reports the results of a recent study in Britain which attempts to determine the mathematical skills required in the new secondary school science courses, to what extent modern mathematics meet these needs, and the ways in which school science and mathematics departments can promote more effective learning of these skills. (JR)

Briefly discusses the nature of Colleges of Further Education in Britain and the role of science in their curricula. (JR)

Describes a cooperative venture in education for students at a technological institute and for employees of a chemical company. (Author/RK)

Describes a unit on dinosaurs that led students into many other areas and concepts. (GB)

Details a proposed method for research planning, innovation, and technical education to help overcome Africa's tardiness in developing a modern, scientific-technical base for its national economies. Adopting appropriate systems from technically developed countries is one solution; adopting a system specific to national needs, another. (EB)

Discusses the variety of roles that measurement and evaluation can play in improving the quality of instruction in science. Three types of evaluation are distinguished (preparative, formative, and summative evaluation), and the purpose and value of each type in the instructional process are analyzed. (JR)

Suggests that the curriculum include a balance of both science and non-science and that the thought process of science be applied in non-science situations. Schools and colleges must expose students to this application of scientific thinking. Knowledge in breadth does not necessarily mean lower standards. (PS)

Results are reported on a one year introductory course for Chicano, Black, American Indian, and Asian-American minority students. Teaching innovations employed were edited lecture notes and a class council. Evaluation of student performance including a comparison with students in other introductory physics courses and student evaluation are…