Reviews several previously published uses of disposable plastic syringes and presents ten new uses in several different areas of physical science. (Author/GA)

Discusses the utilization of marine subjects to teach creativity at the secondary and elementary level. (SL)

A monthly exchange of tips, projects, ideas and resources. (Editor)

Describes the primary science project of the Science Education Programme for Africa. Program uses the total environment, inquiry, and direct experience for learning purposes. Ideological bases of the project are discussed. Advantages and disadvantages are stated plus implications for curriculum, teacher training, and resource allocations. (BC)

A monthly exchange of tips, projects, ideas and resources. (Editor)

Questions findings of the National Center for Educational Statistics (NCES) 1975 and 1976 surveys of junior high-senior high science course enrollments. Cites previous findings of the ERIC/Ohio State survey and textbook sales data as evidence of inaccuracies in the NCES study. (CP)

A spokesperson for the National Center for Educational Statistics (NCES) presents arguments to refute those points cited in the previous article (See SE 522 187). (CP)

A statement on the need for marine and aquatic education is provided. Includes definitions of some environmental education terms as they relate to marine and aquatic education. (CP)

Discusses which should be given more emphasis in the British primary science: the content or the process. The advantages and disadvantages of both sides are presented. Content objectives treated in the same way as process and attitude objectives are suggested as content guidelines for primary science courses. (HM)

Describes group sessions in which children constructed frameworks from cardboard strips and paper fasteners and used these to develop geometric concepts. Numerous illustrations are included. (MA)

Describes the development and field-testing of Insight to Science, a science program for ages 11-13 developed by the Inner London Education Authority and published by Addison-Wesley. The program includes physical and life sciences and is intended as an introductory science experience. (CP)

Describes ways in which: (1) paintings, (2) crayon rubbings, and (3) clay modeling can be used to demonstrate science concepts. (CP)

Examines achievement levels of elementary school children in field trip settings. One group of students was familiar with the field setting, the other not. Results show that while both groups learned more about the setting, the familiar group achieved significantly greater mastery of concepts being taught. (CP)

Investigates the development of the concept of heat by children aged four to nine. Analysis revealed 11 thought patterns classified into six categories underlying children's concept of heat. These categories are related to scientific knowledge of the physics of heat. (HM)

Described is a mouse cage that can be built, at a cost of about $15, by intermediate-aged elementary students. (BB)