Reports the results of a national survey on teaching introductory physics at the college level. Lists the names of the most frequently used textbooks, reasons for changing textbooks used earlier, information regarding laboratory manuals, and instructor's comments on this type of course. (YP)

Studies the interviews of 24 professional scientists to seek their views on the long range effects of their initial training. Analyzes the interviews for content, teaching, and types of learning experience. Concludes with a discussion of the implications of the findings for science education. Argues for a reduction in content. (CW)

Reports an investigation of the perceptions of technology of teachers who are the heads of their school science departments. Relates these perceptions with those of a sample of 13-year-old pupils. Reveals that many teachers have a restricted view of technology. Discusses the implications of findings for curriculum change. (CW)

Reports the results of a survey of 70 experienced primary school teachers in Australia designed to explore respondents' concepts of technology and their attitudes about curriculum change. Discusses the implications of their findings on technology curriculum improvement. (CW)

Describes a 15-week course in the fundamentals of microelectronics processing in chemical engineering, which emphasizes the use of very large scale integration (VLSI). Provides a listing of the topics covered in the course outline, along with a sample of some of the final projects done by students. (TW)

Discusses the need to integrate management and technology in engineering education programs. Describes the undergraduate management and technology program at the University of Pennsylvania. Outlines both the four-year and five-year options, describing two integrative courses that were developed specifically for the program. (TW)

Presents an overview of biochemical education in China, including a description of the overall Chinese educational system. Summarizes workshop sessions which dealt with teaching objectives, teaching methods, self-instruction, and the education of graduate students (including the use of "dry" laboratory exercises and research…

Reports on a study of teacher education programs for science teachers in New England. Focuses on data regarding the amount and types of science content and secondary science methods courses, program emphasis in science content, science processes and methods, science teaching techniques, and effectiveness of science preparation. (TW)

Calls for differentiating between three kinds of studies of students' conceptions in science, namely descriptive studies, explanatory studies, and studies attempting to foster conceptual change. Cites the literature about student perceptions and science instruction. (TW)

Discusses the goals, procedures, and findings from a survey which focused on curricular assessment and evaluation programs in the science departments of northwest English schools. Survey items addressed issues related to curriculum planning, assessment, and data interpretation. Priorities included inservice programs focusing on teacher test…

Presents the information and opinions obtained in a survey of the penetration made by technological and socio-economic aspects of science in English schools. Findings indicate that technological, social, environmental, and economic aspects received greater emphasis in further education institutions than in secondary schools. (ML)

Describes a study conducted to investigate the learning styles of Native American students enrolled in college-level biology courses at College of DuPage (IL); to implement pedagogical changes based on resulting data; and to develop suggestions for science curriculum modifications. (AYC)

Describes an operative model of secondary science curriculum development (the Secondary Science Curriculum Review-SSCR). Explanations of the levels of organization, styles of management, and role functions are stated. Characteristic elements include teacher participation, group autonomy, and shared decision making. Interaction and consultation…

Critiques the study of science education in Canada that produced the report "Science for Every Student: Educating Canadians for Tomorrow's World." The study arrived at a series of recommendations for change based on questionable grounds. (RM)

Five years ago, an introductory chemistry course for chemists and chemical engineers was redesigned to stress the scientific method, problem-solving, and reasoning skills. Describes: (1) changes made in the course; (2) impacts on student achievement; and (3) student ratings of the course. (JN)