Criticizes present trends in preparing science teachers to teach newer science programs via summer institutes which concentrate on cognitive aspects while ignoring the teacher as a vulnerable risk-taking human'' whose emotional needs must be met. Second of three parts--SE 506 133. (AL)

Reports degree of relationship between assessments of teachers' procedural and verbal behavior made independently by teacher self report, student checklists, and the observations of an outside observer. (AL)

Describes evaluative data obtained during the Colorado Elementary Science Project which used elementary teachers to provide inservice training for other teachers after intensive experience with one of the national elementary science projects. Makes recommendations for implementation and change of this diffusion model. (AL)

The development and contents of the Nuffield Advanced Physics project are described. The usefulness of the material to students in college courses as engineers or physicists is discussed. (TS)

Provides brief descriptions of the objectives, content, and curriculum materials of 14 science course improvement projects currently in use in elementary and secondary schools. An analysis of the trends in science education is included. (LC)

Details the Fairfax County, Virginia elementary science program, a key feature of which is the use of self-contained kits and instructional materials. Shows how the curriculum has improved students' achievement tests scores and is beginning to be adapted for mathematics, computer, and music education. (SK)

Suggests criteria for constructing a "basic" physics program based on such premises as limited class time, time and practice needed for skill development/understanding structuring of subject matter, and choices of content and approach. Long-range objectives related to the list of premises are discussed. (SK)

Presented are the author's impressions of the status of chemical education during the period from the mid-fifties to late sixties. (HM)

Reports results supporting the theoretical rationale that there are certain cognitive skills, including data interpretation, identification of assumptions and hypotheses, and controlling of variables, that appear to be necessary for successful understanding of the heterotroph hypothesis, as presented in the BSCS Blue Version. Implications for…

Three sets of elementary science materials are reviewed (ESS activity cards, ESS readers, "We Discover the World") that represent what can be done to enhance and structure learning for a single concept or topic. "We Discover the World" is a set of materials designed to introduce children to their world and their environment.…

Described is the Independent Learning Project for Advanced Chemistry (ILPAC) as it is utilized in Hydeburn, a tribe school in London. The teacher describes how she uses the program with her upper and lower A-level chemistry groups. As a result of this program, pupils seem more articulate in educational discussions. (Author/DS)

Describes a study which evaluates the effectiveness of the Thai biology curriculum developed by the Institute for the Promotion of Teaching Science and Technology (IPST). Investigates were classroom activities, student affective behavior, and teachers' attitudes toward the curriculum involving 40 teachers and 1,400 students. (Author/DS)

Discusses the collaboration of the Biological Sciences Curriculum Study (BSCS) with faculty from eight community colleges to develop an innovative curriculum for use in a one-semester general education course in biology that would reflect the recommendations of the current reform movement in science education. Discusses important issues in helping…