Presents several examples of the interface of science teaching and politics. Supports the notion of a double function in teaching biology: (1) to educate a young person for critical observation, independent judgment, and responsible action; and (2) to prepare him for the future. (CS)

Discusses factors associated with an implicit chemistry curriculum, including: (1) skills of written and verbal communication necessary for success on essays, reports, and examinations; (2) problem solving; (3) actual performance required for success in a course; and (4) professionalism and professional ethics. Suggests implicit factors may…

Describes a concrete model for teaching the concepts of reflection and refraction without the use of formal mathematics. The model has been tested in five sections of a physics course for nonscience majors at Towson State University, Baltimore, Maryland. (HM)

Announces the introduction of a refresher course designed to expose senior chemists to modern organic chemistry, delving into such topics as new synthetic methods, molecular orbital theory, heterocyclic and organometallic chemistry, and C-13 nuclear magnetic resonance spectrometry, offered at the University of Florida in Gainesville in March 1981.…

Presents the author's views of what should be done about science teaching and curriculum in the British elementary schools. (HM)

The concept of school curriculum in science and mathematics is discussed and related to the structures of the disciplines and theory developments. Recent epistemological studies on theory dynamics (Kuhn, Sneed) are put into context with the understanding of learning processes. (Author/MK)

Describes the development of a course for pupils of low educational achievement aged 14-16 years, in an urban comprehensive school in the United Kingdom. (HM)

Analyzes some of the issues involved in the adaptation of science curricula. Identifies situation variables that affect "adaptedness," classifies these variables, and outlines the type of curriculum modification implied. Summarizes using a flow-chart indicating the sequence of questions preceding curriculum selection decisions. (GS)

Briefly reviewed is the historical development of working class science education. These current issues are discussed and sources indicated for investigating them: working class cultural, intellectual and educational traditions in science; elementary education; the rise of technical education; the separation of technical, secondary, and elementary…

Questions Whether first-grade student participation in selected experimental activities from the BSCS-ESSP enhances skills in listening as measured by the Cooperative Primary Series Listening Test (CPSLT). (CS)

Described is the course of study for a physics major at Eastern Illinois University, Charleston, Illinois. The program varies from the typical physics curriculum in that classical mechanics is taught in the sophomore year rather than waiting until the junior year as seen in the typical physics major's curriculum. (DS)

Explores linking the teaching of science to everday situations, with the idea that science education is particularly suited for the development of critical thinking habits. Conclusions are made regarding the "prompting effect" of everyday topics in the ability of ninth-grade biology students to recognize logical fallacies. (CS)

Discusses the controversy regarding the role of history of science in a liberal education, presenting two issues: What properly constitutes the subject and whether history of science has a place in the undergraduate curriculum. Describes a college course taught at Albertus Magnus College, New Haven, CT. (CS)

Describes curriculum trends in science education as shown through the materials utilized and a teacher survey. Teachers have learned from these trends a wider content knowledge of science, greater knowledge of students, more sense of working as a team with older teachers, and a greater ability to evaluate science programs. (Author/DS)

Described is a nutrition education program which could be integrated into home economics, health, and social studies as well as science. The program exemplifies the importance of science to basic issues facing society, while affecting the day-to-day and lifetime well-being of each person emphasized through health and nutrition education.…