The background of teaching science in secondary schools in Papua New Guinea is described in order to familiarize readers with the situation at Goroka Teachers' College (GTC) in the early 1980s where it was necessary to attempt to increase educational standards in science. Goroka Teachers' College was the main source of science teachers for…

Summarizes the results from a questionnaire developed to reflect both local concerns and those of national studies in elementary science education in Kansas. The questionnaire included items concerning methods of science instruction, class time spent on science, teacher preparation, approach to metric system, science textual material, and…

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 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)

Comparing the secondary physics courses developed by West Germany's Institute for Science Education (IPN) with similar British curriculum projects, the author argues that the differences in style, content, and reception of these curriculums are related to the social locations of the British teachers and the German academics who devised them.…

Describes an interdisciplinary project from the University of Costa Rica conducted to contribute to the improvement of science teaching in primary schools by adopting the Science Curriculum Improvement Study. Changes included the use of woods, rocks, shells, and rain water in science class and integration of science with other subjects. Student…

Compared is an inquiry-oriented Biological Sciences Curriculum Study (BSCS) style laboratory approach with a more directive traditional approach on student outcomes in the cognitive and affective domains of learning. Differences in science achievement, reasoning ability, attitude, and stages of development are discussed. (KR)

Describes various tools, materials, and experiences used to facilitate critical reflection in teaching prospective science teachers. Tools discussed include portfolios, journals, learning maps, the use of metaphors, and proverbs. Such tool use may provide support to generate science-education reform. (AIM)

This article presents a brief history of the events leading up to the current US biology education standards, a brief examination of the National Science Education Standards for biology, and a description of the three recently developed biology curricula that were designed to address the new standards. Several evaluative studies of these curricula…

Scientific concepts and processes are best developed in the context of technological problem solving. However, even some of the best secondary science curricula are weak in technology education and visa versa. A goal of technology and science education is to integrate student learning of science and technology. The relationship between science and…

This report describes development of the "Prepare Them for the Future" project, a K-3 activity-oriented science curriculum. The program, funded through two grants, was driven by the need to boost the distressed labor-based economy in rural western Pennsylvania. Data showed a drop of 1,100 coal-mining jobs between 1980 and 1986 in Indiana…

A longitudinal study was conducted which focused on the concerns of elementary school teachers who were involved in implementing the Science Curriculum Improvement Study (SCIS) curriculum. Two major questions were addressed: (1) Do stages of concern exist? (2) If so, are they developmental? The sample consisted of teachers attending summer…

Crustal Evolution Education Project (CEEP) modules were designed to: (1) provide students with the methods and results of continuing investigations into the composition, history, and processes of the earth's crust and the application of this knowledge to man's activities and (2) to be used by teachers with little or no previous background in the…

Crustal Evolution Education Project (CEEP) modules were designed to: (1) provide students with the methods and results of continuing investigations into the composition, history, and processes of the earth's crust and the application of this knowledge to man's activities and (2) to be used by teachers with little or no previous background in the…