Discusses the problem of disposing of unwanted and dangerous chemicals found in storage rooms in elementary and secondary schools. Suggestions for how science teachers and principals deal with this problem are also presented. (HM)

Compares twenty-one research papers and theses on individualized teaching, draws conclusions about its usefulness and makes suggestions concerning research design in the evaluation of teaching methods. (LS)

Provides annotated list of 15 curriculum project newsletters currently being published. (PB)

Dispels the notion that exciting and imaginative science is the result of packaged curriculum materials or teaching methods. Instead, the necessity to follow students' inclinations and desires rather than rigid study guides is advocated. (CP)

Reviews the Outdoor Biology Instructional Strategies (OBIS) Food Chain Game. (SL)

Describes a class during which teachers bicycle through Missouri to gather information about the natural environment. Bikers traveled to several state parks, had guest lecturers, and viewed landscape formations firsthand. Suggestions for planning the bike-study trip and comments on support vans and teacher interests are included. (DH)

Discusses National Science Teachers Association plans to set up regional science teacher certification committees. Also discusses trends in science requirements and resultant certification needs and provides a rationale for science teacher control of science teaching standards. (DH)

Discusses the potential impact of the National Science Teachers Association's (NSTA) certification standards on the future of science teacher education. Delineates NSTA's involvement with the National Council for the Accreditation of Teacher Education (NCATE) and its role in the accreditation process. Outlines procedures of the review process. (ML)

Proposes that science curriculum include the history of science and case studies of science-technology-society issues. Recommends approaches that highlight the role of the imagination and the impact of value judgments. Also advocates examination of issues which focus on the strengths and limitations of the processes of science and technology. (ML)

Cites educational research which reveals six stereotypes and relates these to science classes. Proposes teaching methods to motivate and increase relevance for students. (CP)

Described is a method of utilizing meat thermometers to replace bulb thermometers, a chromosome transfer model utilizing colored paper and plastic eggs, a chemical equilibruim experiment utilizing complex ions of Cobalt, and a method of determining the volume of a cylinder. (SL)

Describes innovative ways in which substitute teachers have been used to free middle school science teachers during the day to attend inservice sessions. (JR)

The ERIC Clearinghouse for Science, Mathematics, and Environmental Education (SMEAC) screens, abstracts, and indexes a variety of published and unpublished documents in science education. Suggestions for tapping the resources of the ERIC system are provided: computer searches, manual searches, and use of ERIC fact sheets and other materials.…

Presents a summary of the findings of three national studies sponsored by the National Science Foundation in 1978 on the status of science, mathematics, and social science education in the nation's elementary and secondary schools. This report deals only with science education. (HM)

Described are five activities using crayons to demonstrate the rock cycle including weathering, erosion and sedimentation, and sedimentary, metamorphic, and igneous rock formation. Discussed are materials, procedures, and probable results. (CW)