Discusses the structure of the Matriculation Physics course offered in South Australian secondary schools and points to weaknesses in terms of preparation for students who elect to study physics at the tertiary level. (JR)

Reports the results of a study in which cognitive-field learning theory was applied to the curriculum evaluation of a unit of the Australian Science Education Project (ASEP). (JR)

A description of a college Chemistry course utilizing the components of group theory. (HB)

Article discusses how the West Indian Science Curriculum Innovation Project (WISCIP) and the University of the West Indies have cooperated to improve the quality of science education in Barbados. (Author)

Discusses the Piagetian stages of cognitive development and their significance to the science curriculum. Refers to research that indicates that a number of concepts incorporated into the Nuffield O-level physics and chemistry curricula come too early in the courses, before many students have developed sufficiently to deal with them. (JR)

Reports the results of a study in England and Wales relating to the attitudes of third year secondary school children toward science and scientists. Students expressed a generally favorable impression of scientists and their work, however, boys' attitudes toward science at school were more positive than the attitudes of girls. (JR)

The Science Curriculum Improvement Study group had significantly greater gains in utilizing science processes than a matched group using a textbook approach. (DF)

A brief description of an interdisciplinary secondary school with a science orientation'' which was designed to develop technological literacy.'' (Author/AK)

The experience of progressive education suggests that desirable social reform can be accomplished by developing the movement's significant ideas, such as stressing intrinsic interest through relevancy and appeals to feelings as well as to conscious thoughts; and stressing not only the thinking processes but also those of valuing, communicating,…

The Dainton committee indicated that science must not be directed simply at the committed students. Curriculum changes, including those related to teaching science as a unity, could have a profound effect in making science more attractive and relevant. (JK)