A meta-analysis of research findings shows that, regardless of grade level, scientific discipline, or student, teacher, or school characteristics, students following science curricula that were developed after 1955 and emphasized scientific processes outperformed students following traditional science courses that emphasized scientific knowledge.…

Provides lists of instructional strategies for elementary school science focusing on: (1) the biological sciences; (2) forces, movement, and energy, and (3) the physical sciences. (JN)

Describes a course designed to improve writing ability and ability to use chemical literature, emphasizing course materials, teaching techniques, and effectiveness based on two years of experience. (SK)

Describes the development of a systematic instrument for assessing the impact of an environmental science course on students' behavior outside school. Students in an inquiry-oriented experimental curriculum significantly increased their leisure time activities in environmental science over students in traditional classrooms. (DS)

Reviews results of a California trial concerning the teaching of evolution in public school classrooms. Also lists recent legislation in the states of Florida, California, Minnesota, South Dakota, Kansas, Illinois, Iowa, Texas, and Arkansas. (CS)

Describes an interdisciplinary chemically oriented curriculum designed to cope with adolescent drug abuse. The program is designed to be included in high school science and chemistry programs. Results of a field test indicated significant change in participants' knowledge and attitudes about drugs. (RC)

Inservice mini-courses using a learning cycle instructional strategy (exploration, invention, discovery) have been developed. A description of the mini-course format (compatible with inservice programs sponsored by school systems), sample outline, and list of courses developed (with themes of environmental science and/or energy) are included.…

Water pollution curriculum units of four environmental secondary science programs in Britain, Germany, Israel, and the United States are examined. Comparisons reveal the use of quite different approaches in central topic selection, use of the laboratory and other media, controversial issues, and teacher-student roles. (CS)

Following a description of the "options" component of the JMB A-level physics syllabus, teachers' responses to these options are summarized by considering the time taken to complete options, factors influencing choice of options, and options teachers felt they knew best. (JN)

Argues that research for teacher use would be more effective if it were: (1) of the form referred to as naturalistic case studies and (2) oriented toward discovering cognitive and social interaction mechanisms underlying the learning processes in classrooms. (Author/SK)

Presents excerpts of an interview with Philip Morrison, Institute Professor of Physics at M.I.T., who has made significant contributions to areas ranging from high-energy astrophysics to elementary school science education. (Author/SK)

Summarizes descriptions presented at a symposium at the recent American Association for the Advancement of Science meeting in Washington, D.C. on how science and mathematics are taught at the precollege level in some countries that are the U.S.'s chief competitors in science and technology fields. (Author/JN)

Descriptive information relative to the historical background of the development of a new, uniform secondary school biology curriculum in China is provided. This curriculum, introduced in 1979, is designed to contribute to the achievement of national goals aimed at the modernization of agriculture, industry, defense, and science and technology.…

Results of a national survey to determine state certification requirements for elementary school teaching were analyzed to determine the amount of science content required. Very few states appear to be mandating sufficient science training to ensure that elementary school teachers are prepared to teach science. (PB)

Reviews a preschool science curriculum resource guide "Experiences in Science for Young Children," focusing on science content and instructional strategies appropriate for ages three to five. The text includes three sections: science teaching theory, child development, and meaning of science; 53 science activities; and materials and subject matter…