Presents the nine teaching units in the history of science, by Klopfer, which can be used for instruction at the ninth and tenth grades. Each of these units, which are designed as case studies, consists of a student booklet and a teacher's guide. (HM)

Presents a study which deals with cognitive preferences in agriculture of 943 Israeli middle-school (seventh and eighth grade) students and their teachers using a special cognitive preference inventory which was developed on the basis of the agricultural topics studies in Israeli schools. (HM)

Presents one of the modules of the Science Teaching Project of Australia. The module, Science Room Management, is designed to help teachers organize their science rooms so that they can use them more efficiently. (HM)

Reviews a curriculum series entitled Examining Your Environment published by Holt, Rinehart and Winston of Canada, Ltd. Unit organizations, teacher's guides, activities, and materials are discussed. (SA)

Some positive ways for educators to look at the decline in enrollment in Britian's secondary schools are presented. One large benefit at present appears to be that science teachers will be able to focus more attention on individual students and their needs. (SA)

Compares changes in attitudes toward science and open-mindedness in treatment and nontreatment groups of preservice elementary teachers enrolled in an inquiry-oriented methods course and an expository freshman physics course, respectively. Concludes that course design effects a difference in attitude and open-mindedness. (CS)

Tests Suggestology as an appropriate teaching-learning method for college juniors and seniors in an elementary science methods course. Results indicate higher levels of achievement in the Suggestology classes than in the traditional teaching-learning method classes. (CS)

Outlines two examples of the use of matrices to describe optical systems in introductory physics courses. Teaching packages on these two topics which have been developed at the University of Surrey in the United Kingdom for A-level and undergraduate students are also described. (HM)

Presents an evaluative study of the Nuffield A-level organic chemistry course which was conducted in the United Kingdom. Questionnaire surveys were used to compare the course content with the content Nuffield teachers and university lecturers thought should be included in an A-level course. (HM)

Describes an undergraduate chemical engineering course which has been offered at the Georgia Institute of Technology. The objectives, structure, instructional materials and content of this course, which emphasizes the structure and usage of computer-aided design systems, are also included. (HM)

Reported is a description of a course for high school students, designed to be a model for meeting needs in science education for the remainder of the twentieth century. (Author/SA)

Detailed are the origins, development, and implementation of the Crustal Evolution Education Project (CEEP). This group has produced, for use in earth science and other classes in grades 8-10, a series of instructional modules based on current scientific research in the composition, history, and processes of the earth's crust. (BT)

Outlines a strategy for the teaching of science in developing countries that breaks investigations down into individual processes, some of which do not require an apparatus. Outlines some difficulties that science teachers in developing countries face. Contains 22 references. (DDR)

Responds to a position paper by Paul DeHart Hurd on the cultural roots of the focus on a science, technology, and society (STS) context for science teaching. Argues that implementation of STS education does not appear to be widespread, thus refuting Hurd's claim. (DDR)

Describes a trend in science teaching marked by shifts in philosophies and practices and by a search for science content that draws from the experiences of a culturally diverse student population. (DDR)