The intent of this dissertation was to develop a science curriculum from an inner-city perspective. Five units and a rationale for inner-city education are included. The units include both physical and biological science topics. The units are as follows: (1) Rationale for Building a Comprehensive Science Program for Inner-City Education; (2) With…

The purpose of this study was to develop and apply a composite test instrument in order to compare the academic performance and cognitive functioning of boys in educationally handicapped and regular classes. Ten subtests were chosen from standard tests. Tests of seriation and classification were constructed; the battery was then administered to 64…

The publication contains descriptive outlines or graphic designs representing how different aspects of science could be taught. All representative "models" follow the same format: general purpose, behavioral objectives, background information, materials, the lesson plan, evaluation, suggested activities, references and resources. The six…

The science student has many avenues to learning how to program, including learning directly within the science course, in a special course on programing, or by self-study. Often a formal programing course is neither necessary or advisable. In general a pedagogical approach, aimed at bringing the student quickly to using the language, is better…

This document outlines the first part of a two-part senior high school general science course designed to familiarize students with elementary chemistry, basic fundamentals and principles of matter and energy, earth structure and movement, introductory astronomy, and interpretation of data. Included are listings of adopted texts, performance…

This document outlines the second part of a two-part senior high school general science course designed to familiarize students with genetics, ecology, biological science, physical science, and atmospheric conditions. Included are listings of adopted texts, performance objectives, course outline, laboratory investigations, reports and projects,…

The fourth of four levels in a K-12 science curriculum is outlined. In Level 4 (grades 9-12), science areas include earth science, biology, chemistry, and physics. Six major themes provide the basis for study in all levels (K-12). These are: Change, Continuity, Diversity, Interaction, Limitation, and Organization. In Level 4, all six themes are…

This teachers guide to be used with the second-year student manual, "Stationary Engineering Science Manual--2," contains 140 lesson plans, corresponding to the lessons in the student manual. The lessons are brief and each involves concrete trade experiences where science is applied with 26 lessons also involving mathematical problems…

To determine methods by which elementary science teachers learn to use instructional materials, the University of South Dakota, as part of the National Science Foundation-sponsored project TAPE (Tactics for Applying Programs in Education), mailed a questionnaire to a randomly selected group of elementary science teachers in South Dakota, Iowa,…

Gives examples and advantages of various levels of teacher participation in science curriculum development, especially emphasizing Nuffield curricula. (MLH)

Presents Unit Nine Change and Chance of the Nuffield Advanced Physics, dealing with energy conservation, and a novel statistical approach to diffusion, thermal equilibrium and thermodynamics. Information about energy resources, alternative sources of energy, and energy-cost of materials are also presented. (HM)

The techniques of individualizing instruction are discussed with respect to two individualized science programs, used in grades K-8 and 7-9. Both programs use self-testing and self-evaluation. (CTM)

Presents a summary of the Schools Council Integrated Science Project (SCISP). The SCISP is a British science program developed for students who are 13-16 years old. The approach and the content of the SCISP are also presented. (HM)

Discusses how the teacher can deal with difficulties pupils of varying ages have in understanding certain chemical ideas. The article does not support using a Piagetian model for science courses in secondary schools. It suggests that Ausubel's learning theory is of much more use to the practicing teacher. (HM)

An "Introduction to Patient Care" course uses readings, group presentations, site visits, small-group seminars, and specifically-stated objectives to cover: U.S. health problems, physicians and healers, humanistic values, the sick role, and physician-patient relationship. Students are directed toward a scientific analysis of the art of…