Described is an elementary school science program developed by the Biological Sciences Curriculum Study entitled "Science for Life and Living: Integrating Science, Technology and Health." Discussed are the rationale, unifying themes, organization, teaching model, implementation, development, production, and support for this program. (CW)

Described are the organization, development, and piloting of this K-6 science curriculum program. Results of the pilot study are presented including the improvement in student and teacher attitudes. (CW)

Suggested is an approach to general biology which may be effective in sustaining student interest and infusing an appreciation for science. The goal of the approach is to foster life-long learning and capability to make connections and draw inferences. Examples using the levels of biotic organization are given. (CW)

Described is an introductory, nonscience majors biology course. Discussed are the goals and objectives of the course; the use of the learning cycle philosophy of teaching and learning; the use of classic experiments, textbooks, examinations; and the training of graduate teaching associates. (CW)

Provides guidelines for a custom-made science program that integrates science, math, and technology. Describes the curriculum which is divided into themes including the applied sciences, cycles of the universe, plate tectonics, rock, water, and life. (Author/RT)

Reports on the evaluation of a district's science fair. Describes the procedure, literature and questionnaire findings, the effects of the study, and a summary. States that as a result, changes were made in the objectives, project awards, judging criteria, and guidelines for judges. (RT)

Discusses the importance of implementing new approaches in science teaching which will elevate citizen concerns to science-related issues confronting society. Outlines a biology application course designed to counteract current problems in this area. (RT)

Describes how the tapping of maple trees can be used to teach lessons in science on boiling points, density, solubility, and other sugaring projects in the curricula. Outlines activities and precautions to follow when doing this project. (RT)

Examined is the effectiveness of a smoking-prevention program in modifying high school students' attitudes and values in such categories as health, peer pressure, and social image as related to smoking. The intervention lasted four to six weeks within the framework of ninth- and tenth-grade biology classes. (Author/YP)

Described is a unit of study on nuclear weapons from a course on nuclear technology. Provided are the elements of first strike attack designed for invoking students' interest and an explanation of each. (YP)

Examines the differences between the expectations of high school teachers and college chemistry instructors concerning students who plan to study college chemistry. Focuses on questions dealing with knowledge of chemical concepts and skills using those concepts. A plan of action is suggested. (YP)

Reports on students' attitudes toward reading science during an experimental study that investigated ways to increase comprehension of technical material. Describes the procedure, results, conclusions, applications, and implication. (RT)

Discussed is the idea of increasing the humanities requirements for chemical engineers. Reported are the results of a survey to determine what other universities are doing about increased general education requirements. A copy of the survey is included. (MVL)

Describes experiences for engineering students to develop spatial awareness and reasoning capability. Describes geometric modeling, basic geometric concepts, operations, surface modeling, and conclusions. (YP)

A teacher describes her science class' successful inclusion of a student with Rett Syndrome. Included in the article are the classroom implications of the disease and strategies for ensuring that all students receive the best science education available. (ZWH)