Consistent with the current reform movement in science education, the purpose of this study was to examine how the introduction of an innovative curriculum influenced teachers' beliefs. Six teachers each implemented an Acids & Bases Curriculum Unit in a variety of middle school settings. The teachers were interviewed regarding their beliefs…

Most of America's pre-service science teachers enter their preparation programs without having conducted a single inquiry in which they have developed the question being investigated or the means to resolve it. This article describes a study in which twelve pre-service secondary science teachers developed their own investigations--from formulating…

This paper discusses how a quality program of science instruction can be developed and achieved. It emphasizes the principal's vital role in improving the science curriculum, claiming that principals should work with teachers to develop a high-quality set of objectives, learning opportunities, and evaluation techniques to modify the curriculum.…

This comprehensive review of 23 exemplary curricula and programs offers an easy-to-use guide for tying curriculum to workplace experiences. These programs illustrate concrete, real-life situations to which students can relate and derive motivation. Chapter 1 briefly reviews the literature that argues for connecting the school science and…

Service-learning in the chemistry curriculum provides an opportunity for students to learn while contributing to their communities. Examples of chemistry service-learning projects at the post-secondary level include: (1) teaching students about lead poisoning avoidance while assessing and analyzing lead content in the paint of older homes; (2)…

Describes the development of activity centered science minicourses in an isolated California high school, and lists the characteristics considered essential for a good minicourse curriculum. Advocates a program in which specialist teachers travel between small rural schools with limited resources, presenting well developed and exciting…

Presents some ideas about teaching electromagnetic induction at sixth form level, including educational objectives, learning difficulties, syllabus requirements, selection of unit system, and sequence of material presentation. Suggests the Education Group of the Institute of Physics hold further discussions on these aspects before including the…

Examines the changing demands facing science teachers in Australia with the introduction of new curricula and an increasing emphasis on social relevance in science teaching. (JR)

Discusses some of the alternative approaches adopted by the Experimental College-Earth Science Teacher Project at Minot State College in an attempt to attract general education students and transmit the excitement and challenge of science to non-majors. (JR)

Describes an elective course dealing with chemistry for the consumer. Students investigate consumer products, the chemistry behind these products, and possible ways in which a better understanding of chemistry could help them become more selective consumers. The chemistry of aerosols is a topic given particular attention. (JR)

Defines the meaning of individualization of a curriculum, and discusses the approach developed by the Intermediate Science Curriculum Study (ISCS) which allows for individualization on several different levels. ISCS is a three-year program in the physical, earth, and biological sciences designed for students in grades seven through nine. (JR)

Discusses the trends that have developed in recent years in the teaching of science in the elementary school. Outlines the changing role of teacher education in preparing teachers in the use of the new science curricula. (JR)

Discusses the course content and instructional methods desirable in teaching modern physics in the secondary school. Argues that physics must be taught in a humanistic manner to replace the desiccated, technological, dehumanized, and generally irrelevant manner in which it has been commonly taught. (JR)

Discusses the present status of technician and technology-oriented institutions and the two curricula offered by the Textile Department, Clemson University. Indicates that technical school, junior college, and community college graduates are allowed to complete formal training to the four-year degree level in the Clemson program. (CC)

In this two-part article, attention is directed to the need for teachers to be concerned with curriculum evaluation, using both objective and subjective data. Data from an Australian Science Education Project (ASEP) trial are used to demonstrate techniques that the teacher might employ in objectively evaluating his own courses. (JR)