This document proposes a detailed foundation for curriculum planning in grades 1, 2, and 3 in the Argentine elementary schools. The book covers such topics as curriculum objectives, contents and activities, personalization and individualization, socialization and regionalization, quality, organization, and suggestions for subject matter and…

This document contains the report of the Unified Science and Mathematics for Elementary Schools (USMES) evaluation team on the 1974-75 investigation of the cognitive and affective responses of students to USMES, an interdisciplinary, process curriculum designed to develop the problem solving abilities of elementary school students. Included in…

Provides a partially annotated bibliography of journals and book chapters which deal with acid rain. Includes selections which provide background information, ideas for introducing acid rain into science or social studies curricula, inventories of audio-visual aids, and non-print media to supplement classroom, laboratory, and field instruction.…

Describes some instructional modules that focus on the interactions of science, technology and society and are designed for insertion into existing school courses and curricula. Provides review criteria and reviews modules on the farm crisis, land use, life styles, and ecological issues. Includes a complete module outline on food and agriculture.…

Discusses recent propositions by science educators and social studies educators on a Science/Technology/Society (S/T/S) approach to education. Identifies links between these emerging trends and the work of environmental educators over the past 20 years. Notes the potential significance to the contribution of S/T/S education by environmental…

Presents exercises that demonstrate some of the ways humans have helped to save endangered species. Cites cases where species have been saved and populations have increased. Identifies individuals and groups that have been of assistance to endangered species. (ML)

Describes an environmental education program being implemented at the United Nations International School in New York. Discusses the scope, structure, and style of the program. The appendices include the conceptual framework (stating nearly 200 individual concepts) and the curriculum framework for kindergarten through grade 12. (TW)

Reports on a survey of resource centers and classroom teachers in Arizona regarding their use of energy education materials. Results indicated that a variety of energy education materials are available but are underutilized and that the implementation of energy education may be more dependent on the administration than the teachers. (TW)

Discusses the process of increasing academic standards of students and broadening their knowledge in a balanced science education program. Describes assessment levels of knowledge with understanding and the basis for choosing course content material. Cites problems arising from management of project. (RT)

Indicates that books with realistic views of both war and peace are still rare. Claims children cannot escape the subject of nuclear war so they deserve books that will confront their fears honestly and present reasonable solutions. (RT)

Discusses the need to update the content, philosophical stance, and pedagogy of marine education to reflect recent advances in these areas. Cites some developments in oceanography and ocean engineering. Proposes ways teachers can learn about and utilize this knowledge. (RT)

Considers the characteristics of beaches, rocky shores, coral reefs, and kelp forests. Discusses plants and animals that live in these habitats. Activities include life between the tides, reef buddies, sea forests, seaside adventure, and four copycat pages. (RT)

Examines the philosophical basis for the development of authoritarian views in science education curricula. Argues that the deliberation of science curricula should address humanistic and societal issues as well as fact. Suggests that such deliberation requires a broader spectrum of individuals who involve themselves in the development of…

Describes a program developed by the New Jersey Institute of Technology (NJIT) which includes an engineering/science outreach program designed to enrich the science experiences of fifth and sixth grade students and encourage them to aspire to careers in scientific and technological fields. (TW)

Identifies pattern recognition as one problem-solving behavior which should be taught to upper elementary and middle school mathematics and science students. Advocates a team-teaching approach with mathematics and science teachers and a learning center in a corner of the classroom. Gives examples of how software could be used. (CW)