1984 marks the implementation in Scottish schools and colleges of Standard Grade courses for the 14 to 16 age group and the 16-18s Action Plan. This review will introduce these two major curriculum changes to non-Scottish readers, and emphasize the changes which will occur in science. (JN)

Presents varying philosophies of science education based on educational ideologies and images of science. Redefines science as a problematic human activity that has the potential to develop an informed and effective citizenry. (ML)

Addresses the need for providing science education for all children throughout the years of compulsory school, including students with physical impairments. Describes several modifications of equipment that can enable students with visual and orthopedic handicaps to do science activities. Lists some special modules that have been developed for…

Addresses several issues related to humanizing science teaching, noting that in theory, such humanizing could cover any aspect of the changing relationship between man and science. Suggests that aims and objectives are needed so that materials for humanizing science can be adequately evaluated. (JN)

There are three contexts in which issues of science and religion may arise: (1) the nature of science; (2) the data of science; and (3) the applications of science. These contexts, typical misunderstandings, the status of science, scientific methodology, limitations of science, explanations in science, and other topics are explored. (JN)

Discussed are three themes related to changes taking place in secondary school education in Great Britain. The themes considered are curriculum, assessment, and school organization. (RH)

Provides answers to these four questions: (1) What is science like? (2) Who studies science? (3) How does science seem to students? and (4) What is science education like? (JN)

Discusses the constructivist view of learning which emphasizes, among others, learning outcomes which depend not only on the learning environment but also on the knowledge of the learner. Implications for science instruction are also addressed. (JN)

Discusses: (1) extrinsic ethics; (2) intrinsic ethics; (3) why ethics should be taught in science; and (4) ethics in the Science in Society course. (JN)

Describes the assessment of providing science education for the 16-19 age group. Also discusses the use of computer printers in science teaching and the Nuffield 11 to 13 science scheme. (JN)

Outlines a project in which the students calculate their family's energy budget. Presents efficiency guidelines for various appliances that convert to heat or kinetic energy. (GS)

Provides contributed physics activities and laboratory techniques. (CP)

This section of the journal includes several short notes related to the teaching of science in secondary schools in Great Britain. Notes are included on ways of presenting science, rural science, designing experiments in chemistry, science for students with special needs, knowledge of the metric and imperial systems, and the use of spreadsheets.…

Describes: (1) the light beam galvanometer; (2) the electrometer/direct current amplifier; and (3) digital multimeters. Focuses on the uses or potential uses of these instruments in teaching A-level physics. (JN)

Describes a card game that teachers metabolism to high school biology students. (LS)