Describes the recent work done in Great Britain designed to create a national curriculum in secondary schools in England and Wales. Discusses the organization of the curriculum with mathematics, English, and science being at the core. Suggestions for appropriate time allotments for different courses and themes are also provided. (TW)

Discusses the importance of interpretive programs in the Northern Territory of Australia. Describes the typical interpretive approach of local school science curricula, which serve 20,000 Aboriginal children. Addresses the curriculum framework, learning strategies, and process skill development, illustrating them through a lesson on mangroves. (TW)

Describes an interactive classroom game designed to enhance student understanding of air pollution control strategies. Discusses the game's focus on the differences in compliance costs that can occur between the three principal control approaches of emission limits, emission permits, and emission taxes. (TW)

Describes an eight-week summer course in statics and strength materials offered by the University of Wisconsin-Madison to high school minority students. Provides the rationale for the course, along with descriptions of the laboratories, teaching techniques, and evaluation procedures used. (TW)

Discusses the importance of the use of models in modern science. Suggests that models can make a significant contribution to the teaching of science and mathematics. Explains that representative models, analogue models, logical models, and theoretical models are most commonly used models in science and mathematics. (TW)

Announces a "user friendly" chemistry course for grades 10 to 12 for college bound students designed to enhance public understanding of chemistry. Discusses the development, field testing, and structure of the course. Stresses the importance of training teachers in the skills required to teach "Chemistry in the Community." (CW)

Describes the World Studies 8-13 Project, a national curriculum program developed through a cooperative effort in Great Britain. Discusses the purposes of the project, which includes the teaching of world issues to younger children. Outlines the major topics covered by the materials. (TW)

Reports that 72 Nobel prizewinners have filed a legal brief in the United States Supreme Court. The brief supports an effort to overturn Louisiana law that requires "creation science" to be given equal time with evolution in the state's public schools. Argues that "creation science" is religion dressed up as science. (TW)

Traces science curriculum development efforts in elementary and secondary schools in Great Britian. Calls for changes in the curriculum so that all students above the age of 16 take science courses. Considers the possible impacts on vocational courses, and on college courses in science, engineering, and teacher education. (TW)

Discusses the science component of the Oxford Certificate of Educational Achievement (OCEA). Proposes that this measure be used for assessing the process skills of physics students as part of the new General Certificate of Secondary Education, which mandates that 20% of student's performance be measured in practical and experimental work. (TW)

Describes a first-year chemistry laboratory experiment which uses a simple computer program written in BASIC, to analyze data collected by students about the density of a set of marbles. A listing of the program is provided, along with a sample printout of the experiment's results. (TW)

Documents the contributions made by Americans to the fields of physical science and mathematics during the period from 1880-1930. Discusses the effects of secondary school and college curriculum on progress of science and mathematics during that time and compares those with European educational institutions. (TW)

Contains eight articles relating to various topics in science education in Great Britain. Includes science and drama, energy education, science curriculum evaluation, science achievement, a sequential learning approach, multicultural science education, children's images of scientists, and humanizing science education. (TW)

Describes the Coventry (Rhode Island) Junior High School Mastery Learning Project, serving up to 55 students in seventh-grade English, eighth-grade science, seventh- and eighth-grade mathematics, and seventh-grade social studies (geography) classes. Achievement of students in the program is compared to that of students in regular classes. (MH)

This report discusses a proposed research project to study the integration of video technology to reinforce the National Science Education Standards in Advanced Placement (AP) classes in low socio-economic schools in Indiana. The report begins with overviews of AP in Indiana, the National Science Education Standards, and research relevant to the…