Some findings about the provision of science education in English secondary schools are presented. The main finding is that despite the introduction of combined science courses, many secondary schools still organize science teaching in years foour and five as separate subjects for some pupils. (Author/CW)

Reviewed are interpretations of the term scientific literacy. Implications of these interpretations for science education are examined. Assessment and practical concerns for meeting these goals are discussed. (CW)

Examines secondary science textbooks for their interpretation of energy concepts. Discusses some of the confusion created by the use of the "forms of energy" approach. Advocates the use of "energy transfer" terminology. Critically examines examples of common text passages from British textbooks. (CW)

Describes a study of student understanding of the nature of physics in Hungary before and after curricular reform in 1985 similar to Nuffield physics in Great Britain. Concludes that students taking non-science courses do not readily adopt a physical style of thinking. (CW)

Explored in this article are various cultural beliefs against the backdrop of the science syllabus prescribed by the Caribbean Examinations Council. Allowances for different beliefs between Caribbean islands are suggested. (CW)

Reported are viewers' comments of some recently broadcasted science education programs in Great Britain. Explores the impact of these programs on children in the classroom, the pupils' appreciation and what the children learn. Synthesizes these opinions into recommendations for successful science education broadcasting. (CW)

Addresses several questions related to British secondary students' choices in science, particularly as they relate to gender differences. Cites several national surveys that suggest that girls tend to choose biological science courses, while boys choose physical and technological science courses. (TW)

In this second part of this series, the applications of science are discussed including the need for Christian input. The wider issues of the place and treatment of beliefs and values across the curriculum are discussed. (CW)

Trends in the educational system for students age 16 to 19 are presented. The situation in the United Kingdom is stressed. Changes and improvements in the educational system are suggested. (CW)

Describes a unique educational program at the Peers School (Oxford, England) involving integration of science and craft and design technology and how it is structured. Shares practical experiences and difficulties. Comments on questions that have been posed regarding this program. (CW)

Information technology will be an important influence in education in the future. This article discusses the use of instructional technology for science teaching and considers the impact of technology on what is taught and how science is taught. (Author/CW)

Discusses the definition of scientific literacy, the curriculum of primary and secondary schools, scientists and teachers, cooperation with industry, and the resources and morale of teachers. (YP)