Presents an overview of an interactive videodisc courseware project that was designed to train teachers and to develop videodisc courseware modules in physics. Chronicles the progress made, describes the course content, and discusses the ramifications of the participants' attempt to put the training into practice. (ML)

Discusses some of the chemical concepts that the United States Space Program illustrates. Describes ways to use the space program to motivate students to learn chemistry and its relationship to the world. Provides examples of classroom applications to environmental chemistry and biochemistry in studying the operation of the space shuttle. (TW)

Argues that the teaching of earth science is largely neglected in the elementary science curriculum. Provides examples of how more instruction in the earth sciences at all levels can enhance decision-making skills. Discusses the relationship between various learning theories and certain instructional strategies in earth science. (TW)

Reports on a study that investigated the effects of various instructional practices on programming proficiency focusing on characteristics of Pascal classes. States that instructional practices involve extensive on-line access, explicit instruction, and extensive feedback. (ML)

Discusses some of the advantages of using overhead projectors to demonstrate chemistry experiments. Provides a list of guidelines and equipment for these types of demonstrations. Describes 21 simple demonstrations that can be done in chemistry classrooms that require minimal equipment and cost. (TW)

Describes the cyclical nature of a problem-solving sequence produced from observing children involved in the process. Discusses the generic qualities of science: (1) observing; (2) inferring; (3) classifying; (4) predicting; (5) controlling variables; and (6) hypothesizing. Explains the processes in use and advantages of a process-led course. (RT)

Reviews the computer software, "Science Toolkit," made by Broderbund Software. The software covers experiments on light, temperature, timing, motion, speed, and frequency by using interfacing equipment. Provides an evaluation and four typical monitor displays. Concludes that it is an excellent software package. (YP)

Reports on a longitudinal study conducted by the Ohio Sea Grant Education Program. Indicates that over the four-year period, an increase of over 10 percent was noted in knowledge scores whereas attitudes did not commensurately change. States that information considered critical to responsible decision making may still be lacking. (RT)

Examines the physical properties of the ocean (including the composition of seawater; waves, currents, and tides) and the topography of the ocean floor. Included are (1) activities on oceans, saltwater, and the sea floor; and (2) questions, and a puzzle which can be copied. (Author/RT)

Describes mechanisms of thought associated with making predictions. Concludes that successful predictors had high initial knowledge of the subject matter and were formally operational. Unsuccessful predictors had low initial knowledge and were concretely operational. Systematic manipulation, note taking, and higher-level thinking skills were…

Lists three overarching themes and 12 specific recommendations made as the result of the 1988 report of the Engineering Deans Council Task Force on the Engineering Student Pipeline. These guidelines were developed to help improve the performance and retention of undergraduates in engineering programs. (CW)

Shows that the second law of thermodynamics is in the common experience of many people and if taught first, before the law of conservation, can result in fewer misconceptions among pupils. Stresses the use of common experiences in teaching. (CW)

Details 26 experiments designed for use in secondary or college science classes. Includes activities for physical and biological sciences. Describes procedures, materials, safety, and analyses appropriate for each. (CW)

Discusses the role of science centers in science education and teacher training. Traces the history of science centers and describes some of the new programmatic thrusts of such facilities. Addresses the raising of standards for science centers. (TW)

Gives the background history and chemistry of modern day chemical warfare from World War I to the present. Provides discussion questions to stimulate deeper thinking on the issue. Contains a discussion activity called "Can New Chemical Weapons Lead to Humane Warfare?" (CW)