This publication is designed for educators, researchers, and students in both school and university audiences. In an effort to give a more in-depth analysis of the Inquiry Type Science Curricula, this publication defines its terms, describes goals and objectives of modern science curricula, gives a history of, reasons for, and description of…

This document presents the student guide for a course designed to introduce students to oceanographic research techniques. The course combines lecture-demonstration, field trips, and independent study, and is graded based upon a final exam and a student research paper. (SL)

Discusses the relevance or validity of an interdisciplinary approach to teaching the history of science. Describes a course in the history of medicine acceptable for college credit either as history or biology. References are cited. (EB)

Reports that fewer than half of over one hundred engineering technology curricula surveyed included chemistry as a requirement. Qualitatively describes the content of courses surveyed. Argues for the inclusion of chemistry in all curricula. (GH)

Questions as tentative and not universally acceptable some of the assumptions put forth by Romer, namely, that a scientific theory: is a deductive exercise; must accord with the facts; ought to be inflexible; is an explanation. (GH)

Describes a laboratory course in Physical Geology designed to encourage students to ask their own questions and to develop and test their own answers. The essence of this approach lies in providing a minimum of preconditioning before the exercises. (MLH)

Urges that geology instruction incorporate other disciplines to increase the relevancy of geology. Suggested benefits of this method include an increased retention of geological concepts, a decreased need for student memorization, and an increase in the instructor's awareness and knowledge of geology. (MLH)

A Boston University School of Medicine course in oncology is described which covers basic science correlates, diagnostic approaches, treatment modalities, and psycho-social aspects. Based on five years experience, the course is considered a successful means of correlating basic and clinical information for second- and third-year medical students.…

Presented in this continuing plan for education are listings of competencies that students enrolled in the public elementary and secondary schools of Mississippi are expected to achieve by the time a particular grade level or subject area in the field of science is completed. Included are the needs assessment, goals and priorities, objectives, and…

Included in this high school biology unit on sickle cell anemia are the following materials: a synopsis of the history of the discovery and the genetic qualities of the disease; electrophoresis diagrams comparing normal, homozygous and heterozygous conditions of the disease; and biochemical characteristics and population genetics of the disease. A…

A group of marine science education educators from several countries were requested to provide guidelines for the education and training of marine scientists and formulate recommended curricula in the following disciplines: marine biology (including fisheries biology), physical oceanography, and marine geology. Included in the report are: (1)…

This is the final report to the National Science Foundation (NSF) from a grant to develop a course in biometeorological field techniques. Objectives of the course were to give students experiences in making field measurements of parameters of the physical environment and their impact on plants and animals; and to develop an understanding of the…

The purpose of this guide is to provide a clear outline of scope, concepts, and objectives of a kindergarten through eighth-grade science program which can serve as a base for the development and articulation of science curriculum within and among the eight school districts in the Northern Valley region, New Jersey. The scope and sequence of…