Outlines a strategy for incorporating the nuclear weapons debate into physics curricula. Includes rationale for including the topic, issues to be discussed, and possible resource materials. (SK)

Suggests that science-related material on nuclear war be included in introductory courses. Lists nuclear war topics for physics, psychology, sociology, biology/ecology, chemistry, geography, geology/meteorology, mathematics, and medical science. Also lists 11 lectures on nuclear physics which include nuclear war topics. (JN)

Learning cycles (exploration, invention, application) are used to introduce general chemistry principles while giving students concrete experiences with descriptive chemistry. Principles taught in the laboratory, laboratory experiments, instructional strategies, and evaluation of the approach are discussed. (Author/JN)

Five papers presented at the Seventh Biennial Conference on Chemical Education (Stillwater, Oklahoma 1982) focused on qualitative analysis curricula and instruction. Topics included benefits of qualitative analysis, use of iodo/bromo-complexes in qualitative analysis schemes, lecture demonstrations, and brief descriptions of three courses. (JN)

A well-established graduate program in industrial chemistry with a considerable degree of academic-industrial interaction is described. Students in the program undertake joint, industrially related research projects on campus (University of Central Florida) and at cooperating companies. Program objectives and eight required courses are discussed.…

Suggests stressing the humanistic dimensions of science as a way to bridge the gap between sciences and the humanities. Provides a rationale for focusing on the humanistic side of science and briefly describes a freshman seminar at Macalester College (St. Paul, Minn.) conducted by science, social science, and humanities faculty. (JN)

Many postsecondary technical education programs are facing obsolescence and need more than another course or piece of equipment to be effective. Educational institutions must restructure their programs, redesign their laboratories, and retrain their faculty. The business and industrial community is the direct beneficiary of a strong vocational…

Reviews "Earthquakes and Volcanoes" (grades 3-6), "Metric Football" (a game), and "Happy Metrics I and II" (grades 4-6). Includes format, nature of activities, source, price, and reviewer's comments. (JN)

Several new objectives for science education are discussed as a means of categorizing research findings. They include: definition, accommodation, oversimplification, exemplification, association, and representation. The objectives will require new styles of verbal interaction between science teachers and their students. (Author/JN)

Relationships between students' affective and cognitive outcomes and their perceptions of classroom psychosocial environment, as measured by the Individualized Classroom Environment Questionnaire and the Classroom Environment Scale, were investigated for a sample of 1,083 junior high school students in 116 classrooms. Sizable environment-outcome…

Describes a chemistry course designed to meet needs of students who score well on Advanced Placement Chemistry examinations but who might experience difficulty if placed directly into a second-term course. The one-semester course includes substantially all work in Chemistry 1 and 2 (Rensselaer Polytechnic Institute) and features a flexible,…

Discusses a formal course designed to acquaint students with major sources of chemical information and with procedures for their efficient use. In addition, the place that such a course has in the chemistry curriculum is considered. (Author/JN)

A loosely structured high school chemistry course with semester deadlines was modified into a self-paced course with unit deadlines (nine units/semester). Course structure, laboratory work, classroom management, testing/grading, teacher role, and student attitude toward the course are discussed. A sample unit (solubility equilibrium) is included.…

Philosophical issues and problems related to two contrasting views on the relationship between the constantly changing world of scientific theory and the real physical world (realism and instrumentalism) are discussed. Both accounts have serious limitations when compared to the actual practice and history of science. (JN)

Recommendations regarding literacy and the responsibilities of science educators are reviewed. The opportunity for pioneering, base-line research studies on the use of microcomputers in the classroom is viewed to exist. Significant contributions science education can make to computer literacy are noted. (MP)