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)

Presents tabulated data of questionnaire responses from 207 colleges. More than 30 groups of data are included relating to various aspects of geology programs including enrollment, student and faculty data and courses. (PR)

Plan developed by University of California, San Diego, School of Medicine to teach students the relationship between pre clinical sciences and the practice of medicine. (IR)

This short paper describes a situation where one technique appears to teach more effectively than the other but where the conclusion drawn is different." (Author)

Describes an eight-module, high school chemistry curriculum (including outline of course content) which encourages students to envision chemistry as a science based on general, related concepts rather than on a discipline composed of segmented, isolated topics. Module 1 objectives, assignments, laboratory experiences, and test are available from…