First of a series of three articles on elementary science programs, this describes the Elementary Science Study (ESS): (1) the nature of the program, (2) instructional materials, (3) implementation and teacher programs, (4) evaluation, and (5) the role of the teacher. (BR)

The author sees the physical sciences as processes of inquiry and proceeds to analyze and criticize CHEM Study, CBA, and PSSC physics in terms of their views of inquiry and of the sciences. A discussion of some desirable features for a high school program in physical science is included. Bibliography. (LC)

Australian science educators discuss the contributions made to science teaching by the Australian Science Education Project (ASEP) in the first three years of its use. (MLH)

Identifies the Nuffield Design and Technology Project which enlarges upon the national curriculum. Presents an investigation based on case studies of two teachers in separate schools, each using Nuffield publications with their classes. Explores how Nuffield materials were selected and adapted by the teachers. Suggests training to enhance…

Extends the modeling system presented in Part I. This model is applied to two widely diverse educational processes: "Student Actions" and "Do Homework Problem." Its computational syntax imposes completeness criteria on the modeling and its uniformity. (AIM)

The authors argue that leadership networks when comprised of regional stakeholders including university faculty, school system administrators, and teacher leaders can begin to work together towards common reform goals. (Contains 1 figure.)

This article presents an interview with Sharon Macnab and Jillian Boag of Glasgow Science Centre, who discuss the work of their centre and the Scottish Science Centres network. The Scottish Science Centre is a network of four science centres across Scotland: (1) Glasgow Science Centre in Edinburgh; (2) Our Dynamic Earth in Edinburgh; (3) Sensation…

The U.S. Department of Energy's (DOE's) Wind Powering America program (based at the National Renewable Energy Laboratory) sponsors the Wind for Schools Project to raise awareness in rural America about the benefits of wind energy while simultaneously educating college seniors regarding wind energy applications. The three primary project goals of…

Argues to revise the method in which science history is presented in science curriculum materials, particularly the view of women scientists. (CP)

Lists changes which have been made in the program and explains the philosophy upon which the alterations were based. (CP)

Describes a survey in which one thousand British undergraduates who had studied one or more Nuffield A-Level single sciences were identified; both they and their teachers were asked about the influence of this experience on their university performance. The survey revealed definite approval for the Nuffield schemes. (MLH)

Continuing the emphasis of this issue on elementary school science, this article presents information on the Minnesota Mathematics and Science Teaching (Minnemast) Project, the Conceptually Oriented Program in Elementary Science (COPES), and the Science 5/13 Project (which evolved from the Nuffield Junior Science Project). (PEB)

Continues the work done by Mackay (1971) and Gardner (1973) in which attitudes of students enrolled in PSSC physics were assessed. (PEB)

This paper discusses the congruence between various types of teaching and learning in representative science curriculum projects and the organizational patterns of secondary schooling common at the present time in England, Scotland, the United States and Australia. (JH)