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)

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)

Describes the format and lists course content of a university-based workshop for elementary school teachers who require additional training because they may lack experience in performing experiments, demonstrations, and observations related to physics in elementary science courses. (Author/SK)

Suggests the use of "action showcases" to attract student interest. These showcases require students to push a button to activate showcase material. Includes several ideas for demonstrating science phenomena. (DS)

Suggestions are given for encouraging parents to participate in their children's science studies, at home and at school. Several sample lessons illustrate the kinds of experiments that require only inexpensive supplies which parents can provide. (SA)

An idea for hands-on activities for families to use in discovering the outdoors together when visiting parks is described. Family packs contain discovery and natural history cards, thermometers, magnifiers, insect boxes, photographs of animals and plants, a pencil, and a feedback form. (SA)

Discusses the need to determine the extent to which NSF-supported curriculum materials have been implemented. Reviews the Concerns Based Adoption Model and describes how science educators might use this model to understand and manage curriculum implementation processes. (DS)

Student attitudes toward science as measured by the 1976-1977 National Assessment of Educational Progress are discussed in terms of their effect on instruction, teacher attitudes, science careers, and science courses taken. Suggestions made to improve student attitudes include improving teacher attitudes toward science and instructional methods.…

Discussed is the intertidal region and the characteristics and adaptations of the organisms that live in that region. Several activities that involve the intertidal region are described, which reinforce the adaptive behaviors and forms of the organisms found in the intertidal region. (Author/DS)

Discussed is the importance of marine education, whether located near an ocean or not. Activities are suggested for inland schools to facilitate the teaching of marine education. Resource agencies and dissemination systems involved in marine education are listed along with a rationale for marine education's inclusion within curricula in inland…

Reviews 17 supplementary science texts for various grade levels on reptiles, birds, insects, marsupials, worms, and the animal kingdom in general. (SJL)

Described is the Northeast Metric Education Consortium survey to study the status of metric conversion throughout the United States. The six categories in the survey included teacher certification practices, status of full metric conversion, state's commitment to metrics, state supervisors' budgetary needs, state metric-resources availability, and…

Reexamined Piagetian stages of males (N=182) and females (N=176), ages nine to eighteen, using cluster analysis, and sought information concerning occurrence of stages and influence of different tasks and gender on cluster patterns. Findings, among others, indicate that deviation from Piagetian stages was influenced by gender and type of task.…