Explained are the differences between and offered are examples of longitudinal and transverse sound waves. Described is the construction of the Crova's Disc, a device used in the teaching of the propagation and properties of sound waves. (DS)

Examines congruence between science content structure of instructional materials and students' structural representations before and after science instruction. Eighth-grade science students (N=30) were given concept-structuring tasks before and after studying instructional materials to assess changes in student structural representations.…

Examines the nature and goals of citizenship education and parallels between "good citizenship" and "good science," focusing on citizenship education and science processes; science and social issues; survey results (Colorado teachers N=308) on issues discussed in class and other topics; and implications. (Author/JN)

Describes Microcomputer, Nighttime Astronomy, and Communications Technology courses designed specifically for parents and their middle school children to take together. Includes overall goals and family reactions to the courses which appear to foster scientific literacy and bring parents and children closer together while engaged in educational…

Represented are results from a national survey study of public school teaching in 1970-71. A hypothesized path model is given relating use of Science Course Improvement Projects (SCIP) and offering of environmental education programs to several independent variables deemed to be relevant in using SCIP in secondary schools. (CS)

Summarizes the philosophy of team teaching and the use of this method in teaching CHEM Study. Includes discussions of scheduling, class time for study, and the role of this course in the school's total chemistry program. (JN)

Discusses the advantages of using Landsat imagery rather than traditional maps and the need for pre- and inservice teacher education on how to interpret information from remote sensing systems. Identifies sources of information and assistance for planning inservice programs and using Landsat imagery in the classroom. (DC)

Briefly discusses the value of on-the-water educational experiences, the curriculum, and opportunities for sail training. Lists addresses for 10 ships which provide full-time sail training and seven others available for varied educational charters. (DC)

Explains a new approach by creationists to pass state legislation which supports their philosophy yet sidesteps the issue of separation of church and state by avoiding direct mention of God, the Bible, or Divine Creation. Warns of the ramifications of such legislation to science education and general education. (DC)

Physical, social, and emotional changes in early adolescents and their effects on science teaching are briefly discussed. A variety of classroom activities, allowing for importance of peer group by arranging both individual and group activities, and focusing on individual growth, development, and change are suggested. (SK)

Summarizes 16 films about earthquakes including title, length in minutes, ordering source, data, brief annotation, and usually an indication of appropriate grade level or use. (DC)

Results of this study suggest that diagrams provide different types of information for ninth-grade students (N=273) and that learners process each type differently. Flow diagrams running across a page from either left to right or right to left, or with or without drawings of dinosaurs, were used. (JN)

Presents one viewpoint supporting the adoption of a core curriculum in science based upon social, egalitarian ideas and concerns for the basics, and another viewpoint opposing a core curriculum based upon the inability of classical sciences as taught to meet general societal and industrial needs. (DC)

Debates the issue of evolution v creationism, focusing on evolution as fact or theory. Concludes that eminent scientific authorities consider evolution a fact and demonstrates that, in spite of this, writers of college and secondary textbooks refer to evolution as theory. Supports teaching of evolution, not creationism, in science classes. (DC)

Reviews the science portion of five standardized achievement test batteries, stating these tests are insensitive to the assessment of curriculum changes in earth science. Contends an accurate assessment of a curriculum's effectiveness is possible only through the use of evaluation techniques and instrumentation keyed to the curriculum's specific…