Presents a holistic model of science curriculum which utilizes the student's science interest as a starting point. (SL)

Presents human-centered and cybernetic (system theory) structuring approaches for organizing the biology curriculum. Each approach involves social and inter-disciplinary impact. (SL)

Describes the use of computer-generated testing to provide the immediate feedback aspect in a Personalized System of Instruction (PSI) course with large enrollment and only a limited number of teaching assistants available. (SL)

Discusses concept development in arithmetic, classificatory logic, and space and geometry and assesses the Weikart Cognitively Oriented Curriculum and the Nuffield science and mathematics series. (SB)

Describes a remedial physics laboratory course for students operating at the concrete Piagetian level of cognitive development. (SL)

Reviews traditional lecture courses in biology and chemistry which included daily quizzes which were repeatable. (SL)

Reports results of a survey of the relevance of course offerings in chemical engineering departments across the United States. (SL)

Describes a short course on the history of chemistry taught at the graduate level with topics including apparatus and techniques. (SL)

Describes a self-paced, mastery-oriented introductory physics course offered at Cornell University which incorporates aspects of audio-tutorial instruction and the Personalized System of Instruction (PSI). (SL)

Reviews the trends of science choices among secondary level students in Britain, and summarizes research on factors associated with subject choice. (SL)

Describes a one-semester general anthropology course designed primarily for interested juniors and seniors as well as six courses which have students "do" anthropology in a way that serves to teach them the field and "interests the kid," e.g. courses in cultural anthropology, archaeology, physical anthropology and school ethnography. (Author/JM)

Traces the development of the study of geology and geological education in the United States during the 1700's. Addresses the influences of world travel, agriculture, and medicine on the inclusion of earth science into college curricula and self-instruction "civility books." (TW)

Significant differences were found between college freshmen science (N=50) and nonscience (N=50) majors who were administered the Wechsler Adult Intelligence Scale--Revised (WAIS-R) and the Woodcock-Johnson Psycho-Educational Battery, Part II: Tests of Achievement. (Author/CB)

Maintains that inventing, which is a creative problem-solving approach in science, should be a part of the science curriculum. Invention fairs, an alternative to science fairs, can be an exciting and educationally sound addition to the curriculum for a wide range of students. (BB)

Reviews antievolution curriculum legislation in the courts and the background of the Supreme Court's ruling that Louisiana's Balanced Treatment for Creation-Science and Evolution-Science Act unconstitutionally advanced particular fundamentalist religious views. (MLF)