The draft version of the A-level biology common-core syllabus is currently being debated. The syllabus is included as part of a discussion highlighting its development. (JN)

Presents arguments why science and engineering majors need to take courses in the humanities and why humanities majors need science courses. Suggests that aerospace education serves as an excellent and dramatic example of the correct approach to technological development and cites a sample course. (DC)

Describes rationale, need, and purpose of three lists of objectives (included in appendices) of objectives for skills and abilities related to experimental, practical work in biology, chemistry, and physics. (SK)

Lists the following information about physics courses in 121 colleges and universities in England, Wales and Northern Ireland: honors degree courses, special entry requirements, course structure, and miscellaneous notes. (CS)

Lists the following information about physics courses in eight colleges and universities in Scotland: honors degree courses, special entry requirements, course structure, and miscellaneous notes. (CS)

Evaluates experiences gained using nontraditional teaching methods in college physical chemistry, including small group instruction, use of teacher prepared materials, integration of theoretical and directed teaching, continual examination of knowledge and less emphasis on teacher centered approaches. Suggests positive influences resulting from…

Summarizes the results obtained from a questionnaire to gather information about the present state of organic chemistry teaching in Italy and to obtain the opinions of organic chemists on a possible restructuring of chemistry degree curricula. (Author/SK)

Explains the need for methods of increasing students' and administrators' awareness of safety procedures in the chemistry laboratory. Suggests increasing formal courses in safety and cites difficulties inherent in increasing safety courses including the lack of funding and an already overcrowded chemistry curriculum. (DS)

Against the background of the current crisis in science education, discusses various aspects of science/technology/society (STS) curriculum and instruction, including the need for new definition of science education, social science education and STS, and STS curriculum materials. Also provides a framework for educating about STS. (JN)

This paper reviews research on college students' curriculum choice and then tests an alternative model with data on choices made by male baccalaureates across a wide spectrum of science and engineering curricula. The influence of both the methodology and the analytical framework on the identification of relevant variables is explored. (Author/CT)

Proposes an interdisciplinary curriculum focusing on chemistry with a central theme of pollution--of the human body and its surroundings. Appropriate readings, films and music, art and photographs are suggested for the topics of environmental pollution, pharmacology, and toxicology. (CS)

Presents the author's reasons for supporting the CHEMS program. Also characterizes aspects of his teaching regarded as significant in teaching chemistry, including prompt return of assignments, test retakes, videotaping. inclusion of organic chemistry, ability grouping of students, avoidance of specialization, and departmental testing. (CS)

This article defines inquiry, analyzes the results of the implementation of inquiry-based science curricula in the 1960s, and supports the continued emphasis on inquiry-oriented teaching in the back-to-basic curriculum reform presently being advocated. (CS)

Basic marine aquaria equipment, techniques for maintenance, specimens and food for the marine organisms are discussed. Several sources of specimens are included. (SA)

Some aspects of the reform of chemical education in the Netherlands are presented. These aspects include the reason for the reform and the results of the effort. Examples regarding the way entropy is treated and the treatment of quantitative chemical problems are given. (Author)