This policy brief takes a close look at the ways in which the Third International Mathematics and Science Study (TIMSS)-1995 and TIMSS-1999 data have helped to inform changes in policy and practice as schools, districts, and states respond to the call for improvement in mathematics and science achievement. This policy brief is based primarily on…

Papers presented include: (1) discussion in science lessons; (2) research on science interests of South Australian 12-year-olds (N=753); (3) chemistry and science philosophy; (4) methods/goals of teaching science to slow learners; (5) uses of industrial applications in science lessons; (6) nature of scientific observations; and (7) pros/cons of…

Summarizes papers presented during a symposium at the Seventh Biennial Conference on Chemical Education (Stillwater, Oklahoma 1982). Topics addressed included history of summer institutes and high school CHEM Study Program, educational activities of American Chemical Society (ACS), and activities of ACS Committee on Professional Training and…

Highlights six papers presented at the Seventh Biennial Conference on Chemical Education (Stillwater, Oklahoma 1982). Topics addressed included college course using various instructional strategies, American Chemical Society services for secondary teachers, abstract reasoning unit for gifted elementary students, biographies of crystallographers,…

Describes the development of a series of audio-tutorial units for biological education at the junior high school level. Reports results of a comparative study between students using these units with students using a "normal" approach, based on the BSCS Yellow Version. (CS)

Investigated whether a self-paced, individualized instruction course in chemistry and physics would result in: (1) greater level of achievement of academically underprepared students (N=80); (2) more satisfaction with instruction; and (3) more positive attitudes when compared with conventional instruction. Results indicate individualized treatment…

Describes the technical and pedagogical characteristics of the ESSOR system simulation on minicomputers, which allow the simulation of science experiments in the laboratory. Reflects on several years of use and development in the field of chemistry. (Author/DS)

Described are the Undergraduate Research Participation and Student-Originated Studies programs supported by the National Science Foundation. These summer programs offer undergraduate students firsthand research experiences in science and engineering. Students gain a better appreciation of the way science works and experiences in research…

Reports the development of an integrated clinical approach to introductory chemistry education at the undergraduate level for students majoring in nursing and the allied health professions at the University of Lowell. (BT)

The degree of self-expressed student interest in a variety of specific science topics was investigated, and changes in these interests across grade levels were determined. Data were collected from 13,401 students in grades 1-8 in 12 school systems in ten states. (HM)

Reviews the history of Studies in Science Education and critiques the role of this journal from a personal perspective as well as from knowledge of the Australian context for science education. Discusses directions for the future. Contains 30 references. (DDR)

Described are a variety of careers under the umbrella of medical technology. The status of medical technology and medical technology education are discussed. Different curricula for medical technology are compared. (CW)

Discusses the need for curricular and instructional integration of science and mathematics. Describes some reports supporting integration and some curriculum projects that include integration. (YP)

Deals with the issue of water education, including problems, what should be done, what can be done, and what to do. Presents two curricular units on water and two interdisciplinary, environmentally oriented courses for use in Israel. (YP)

Describes the long-term, three phase Project 2061. Notes that phase one, defining the substance of scientific literacy, is completed. Examines phase two in which scientists and educators will develop new curriculum models. States phase three will be a widespread effort to move the nation towards scientific literacy. (MVL)