The purpose of this study was to determine if there was any quantitative or qualitative evidence indicating a need for science curriculum review in aligning district outcomes with the New Hampshire State Science Frameworks. Also examined were such exogenous factors as teachers' perception, attitudes and background preparation pertaining to science…

Discusses various problems in science education, citing evidence of the problems from such sources as testimony given to congressional committees. Includes discussions of current school practices, teacher certification, and the needed action to resolve the problems. (JN)

Criticizes a proposed approach to teaching physics in terms of energy carriers (SE 532 196), arguing that it requires energy to be thought of as a substance which can flow. Discusses problems related to concept formation and logical difficulties with the curriculum, considering several contradictions to physics principles which may arise. (JM)

Science materials reviewed include "TOPS" (an inquiry-based physical science program for grades five-eight consisting of 22 modules and three books, each covering a single topic) and "Come With Me Science Series" (interdisciplinary science units for grades K-three). Describes and assesses student/teacher materials, typical activities, and overall…

Discusses the nature of the training process for secondary-level science teachers, reviews some of the shortcomings of that process in light of a holistic science curriculum model, and describes some directions for action to improve general scientific literacy through continuing education for secondary-level science teachers. (JL)

Excerpts from the opinions of the Attorney General of Maryland on the constitutionality of this state's House Bill 1078 (balanced presentation of creationism/evolution) are presented. Indicates that the bill has as its purpose and effect the advancement of religion and would foster an excessive governmental entanglement with religion. (Author/JN)

Argues that the fight against creationism in public schools is essential to the preservation of First Amendment rights guaranteed by the U.S. Constitution. Discusses how creationists, to avoid religious issues, are presenting the "creation-science" (pseudoscience) issue in terms of academic freedom and censorship. (Author/JN)

Discusses psychological applications for science curriculum and instruction, addressing difficulty in learning science (Piagetian theory); meaningful learning (reformulation, application, making use of prior knowledge, learner involvement); value of practical work (acquisition of skills, enhancing learning, motivation); and affective aspects…

Twenty-five years of research comparing student performance in NSF-funded science curricula to student performance in traditional courses was examined as part of a comprehensive synthesis of science education research. These curricula were found to be consistently more effective, suggesting that their philosophies/strategies/materials be…

A self-paced format is used to teach physical science on three levels: (1) regular program; (2) challenging readings and experiments for academically gifted; and (3) modified textbooks for students with reading/learning difficulties. (Author/JN)

Based upon the overlap of science education and environmental education, an elementary and secondary school science curriculum is proposed which vertically and horizontally integrates the themes of energy and the environment into science. Topics discussed include instructional materials and teacher education. (DC)

Describes the development of a two-week National Science Foundation (NSF)-funded course at the Virginia Military Institute to promote the lecture demonstration technique. (SK)

Information is presented, based on two visits to the USSR combined with a reading acquaintance of Soviet science education, about education in science in Soviet schools. (PB)

Reports results of a study which identified differences between schools (N=64) which accepted, rejected, or made exploratory use of an innovative marine curriculum. Includes brief descriptions of course units and the study's implications. (DS)

Discusses the rationale underlying the production of 16 interactive teaching packages designed to demonstrate to 15-16 year olds the historical, domestic, industrial, economic, and socio-moral implications of chemistry. Briefly describes each package and reviews assessment results. (DS)