Describes Indiana University's elementary science teacher preparation program. The program consists of three elements or streams: (1) content process stream, (2) the planning stream, and (3) practicing field experience stream. A Basic Science Skills course is the first course in the sequence followed by content courses, methods, and early…

Described is the secondary science teacher's answer to the needs of their limited English proficiency students. Topics include the parallels between acquiring a first and a second language, the kind of learning environment most conducive to language learning, and scientific processes which are used for instructing students with English as a second…

NSF assessed continuing and future needs of science education by (1) survey of national sample of teachers, principals, and other professionals, (2) a review of all studies on status of pre-college science, mathematics, and social sciences since 1955, and (3) case studies. Results show the situation not greatly different from that of 1950s.

The authors provide criticisms of the teaching of organic chemistry in the United States. They suggest that changes be made in the method of presentation of the material, with topics introduced early in the course providing framework for subsequent material. (Author/SA)

Describes an introductory physics laboratory course, used at the University of California in Berkeley, designed to teach students some general intellectual skills. Results of the course evaluation are also discussed. (HM)

Presents the nine teaching units in the history of science, by Klopfer, which can be used for instruction at the ninth and tenth grades. Each of these units, which are designed as case studies, consists of a student booklet and a teacher's guide. (HM)

Presents a study which deals with cognitive preferences in agriculture of 943 Israeli middle-school (seventh and eighth grade) students and their teachers using a special cognitive preference inventory which was developed on the basis of the agricultural topics studies in Israeli schools. (HM)

Presents one of the modules of the Science Teaching Project of Australia. The module, Science Room Management, is designed to help teachers organize their science rooms so that they can use them more efficiently. (HM)

Reviews a curriculum series entitled Examining Your Environment published by Holt, Rinehart and Winston of Canada, Ltd. Unit organizations, teacher's guides, activities, and materials are discussed. (SA)

Some positive ways for educators to look at the decline in enrollment in Britian's secondary schools are presented. One large benefit at present appears to be that science teachers will be able to focus more attention on individual students and their needs. (SA)

Compares changes in attitudes toward science and open-mindedness in treatment and nontreatment groups of preservice elementary teachers enrolled in an inquiry-oriented methods course and an expository freshman physics course, respectively. Concludes that course design effects a difference in attitude and open-mindedness. (CS)

Tests Suggestology as an appropriate teaching-learning method for college juniors and seniors in an elementary science methods course. Results indicate higher levels of achievement in the Suggestology classes than in the traditional teaching-learning method classes. (CS)

Outlines two examples of the use of matrices to describe optical systems in introductory physics courses. Teaching packages on these two topics which have been developed at the University of Surrey in the United Kingdom for A-level and undergraduate students are also described. (HM)

Presents an evaluative study of the Nuffield A-level organic chemistry course which was conducted in the United Kingdom. Questionnaire surveys were used to compare the course content with the content Nuffield teachers and university lecturers thought should be included in an A-level course. (HM)

Describes an undergraduate chemical engineering course which has been offered at the Georgia Institute of Technology. The objectives, structure, instructional materials and content of this course, which emphasizes the structure and usage of computer-aided design systems, are also included. (HM)