Describes a workshop model administered for 10 days over a period of 7 weeks. The workshop was used to develop an elementary science curriculum in Trinidad and Tobago. The effect of the model on teacher attitudes toward science and science teaching was evaluated. (YP)

Described is the development of a course for future science teachers through the collaboration of middle school teachers, mathematicians, scientists, and science educators. The experience of the team approach and a field test of the resulting activities are discussed. (CW)

Described is a survey of two-year chemical technology programs in the United States. The results of the survey are presented, and a set of recommendations for the improvement of chemical technology programs is presented. (CW)

Discusses the design of introductory physics course for elementary education majors and nonscience majors. Describes the learning cycle used for constructing hands-on activities. Provides an example of a week's activity on energy. Presents an evaluation of the course based on examinations and the teacher's impressions. (YP)

Describes a program in which second-year biology students use plasmid isolation to remove DNA from Escherichia coli bacteria and subsequently ligate and transform it into other E. coli bacteria. Cites ways teachers can get involved in current research that allows student participation. (RT)

Describes examples of force in daily living. Discusses some examples of gravitational, internal, external, and centrifugal forces in various situations by using force vectors with diagrams. (YP)

Described is an activity for grades kindergarten through three called "Let's Slide Down the Slope." Shows how to apply mathematics and scientific skills to the sliding demonstration. Provided are the procedures, a list of materials, key concepts, background, and extension of the activity. (YP)

Examined are boys' and girls' achievement from a developmental perspective over the three years of science curricula. Results show the overachievement of girls relative to boys in both chemistry and physics in grades 10 through 12. Discusses implications of the results. (YP)

Examines 11 elementary science texts in terms of conceptual structure and reasoning demands using concept maps. Reports that (1) the conceptual structures vary widely across texts; (2) most of the structures are well defined; and (3) the reasoning demands are above the developmental capabilities of most of primary-level children. (Author/YP)

Explains a technocratic ideology--providing the future leaders of society--as main theme of school science reform. Describes the historical frameworks of interpretation. Discusses the growth and failure of the reform. (YP)

Describes an evaluative study that examined the extent of integration between a school library program and the science program. The discussion covers areas in which cooperative planning and teaching were found to be weak and makes recommendations for improvements in communication, curriculum planning, library collections, and creative library…

Discusses the possibilities of accelerating the rate of cognitive development and describes the design and trial of intervention lessons. Gives preliminary results from one laboratory school indicating that the possibility of accelerating general cognitive development is worth pursuing. (YP)

Investigated were 17-year-old British students' comments on their previous science education. Satisfying science education entails (1) relevance, coherence and continuity; (2) concern for student needs; (3) and practical work such as inquiry activity. (YP)

Evaluates 16 commercially available courseware packages covering topics for introductory physics. Discusses the price, sub-topics, program type, interaction, time, calculus required, graphics, and comments of each program. Recommends two packages in measurement and vectors, and one-dimensional motion respectively. (YP)

Community college anatomy and physiology students participated in a 14-hour study skills class designed to determine the effectiveness of a self-regulated strategy on immediate recall and retention of science knowledge. Results indicated that students who constructed graphic postorganizers recalled significantly more than students who simply…