Proposes a science-oriented general education core, stressing the importance of serious scientific study in understanding contemporary human existence. Describes the four courses comprising the core, which use the evolutionary process as the unifying concept for the study of physics, astronomy, geology, chemistry, biology, anthropology,…

Various elements of the Japanese educational system are discussed, including educational reform, the university system, the primary and secondary system (students, disabled, teachers, humanizing the educational environment), immediate reform objectives, vocational-technical schools, science center for youth, females in Japan, and industry in…

Provides a brief analysis of the nature of science teaching and curriculum development in science in Africa during the past two decades. Also suggests possible future directions. Included is a table listing several African curriculum projects with related general principles fostered and materials used. (JN)

Case study and survey evidence is presented which shows that many Nigerians view science mainly as a body of knowledge imported by the white man. The concept of "African science" is explained and related to an emerging consciousness which, it is hoped, will influence the nature and quality of science instruction in Nigeria. (JDH)

Two individuals who hold university and industry appointments were asked to respond to questions on various issues related to science curriculum and instruction in Great Britain. Their responses to these questions are presented. Issues examined include 0-/A-level testing and the use of erroneous science reports in the media. (JN)

Highlights a symposium which focused on chemistry courses, content, and objectives designed to meet the needs of nonscientist citizens. Examples of courses, objectives (such as the ability to solve social problems), and instructional strategies are provided. (JN)

Suggesting that descriptive chemistry is basic to basic chemical literacy, offers examples of descriptive chemistry problems (with answers) based on inexpensive, short, safe, striking, and simple lecture experiments. Issues related to the teaching of descriptive chemistry are also addressed. (JN)

Describes a senior-level course that: (1) focuses on the structure and reactions of macromolecules; (2) treats industrial polymers in a unified way; and (3) uses analysis of conformation and conformational statistics as a unifying approach. Also discusses course topics, including polysaccharides, proteins, nucleic acids, and others. (JN)

Nine criteria for a minimum-required curriculum for undergraduate nursing education are discussed. They include (1) inquiry, abstract logical thinking, and critical analysis; (2) literacy: writing, reading, speaking, and listening; (3) understanding numerical data; (4) historical consciousness; (5) science; (6) values; (7) art; (8) international…

The joint winter meeting of the American Association of Physics Teachers (AAPT) and the American Physical Society (APS) was held in Atlanta, Georgia, January 27-30, 1986. Abstracts of papers presented at the meeting and the complete program are provided. An author index is appended. (JN)

Discusses the implementation of the "Science in Society" project into Oxfordshire schools. The place of the course in sixth form schools, teacher attitudes about the course, local school initiatives, ways of overcoming problems in teaching the course, and other topics are addressed. (JN)

Discusses issues which bear on the future of physics education, including the broader educational context within which physics may be found and the rationale for keeping physics as a separate subject and not integrated with other sciences. (JN)

Offers suggestions and strategies related to integrating an instrumental approach in high school chemistry. Indicates that the problem-solving process is often clarified using the approach, that the approach improves the quality of the laboratory program, and that it is an effective technique for arousing student interest. (JN)

Describes a study designed to determine if secondary school students are capable of assessing their own ability and if choosing science courses that fit their aims. Makes a comparison of recommendations and choices for nine course options. (GS)

Presented are the results of an approach to teaching physical chemistry designed to increase student motivation. Student achievement in a course utilizing motivation variables such as self-pacing, no dropping of grades, no pop-tests, and taped lectures, indicated significant gains over a course taught by a traditional approach. (SL)