The author sets forth a taxonomy of the decisions essential to planning a chemistry education curriculum. Elements of the taxonomy are: value decisions, content decisions, pedagogical decisions, sequencing decisions, evaluating decisions, feasibility decisions, implementation decisions, and accountability decisions. (RE)

Discusses four variables considered to be important at the primary-secondary science interface: (1) the curriculum, (2) the school administration system, (3) the classroom environment, and (4) the teacher. (Author)

In light of criticism leveled at secondary school programs, the teaching of physics is examined in the context of successes, failures, and opportunity for improvement. Discussion proceeds under three main headings: the context of physics teaching; curriculum content and materials; and the teaching-learning process. (Author/RE)

Describes modular science units for use in New Zealand primary schools. Includes a description of format, trial units, final product, and list of titles, as well as samples of a title page and page from a teacher's guide. (DS)

Discusses the development of science programs for Australian secondary school students of year 11 and 12. A modular science syllabus which has been developed in New Zealand and some examples of how some Australian schools have devised unified science programs are also discussed. (HM)

Summarizes impressions of primary science activities in the United Kingdom, including student assessment, curriculum materials development, teacher development and support, and school implementation of science at the primary level. (DS)

Describes primary science education in Australia from the 1960s to the present. Suggests what changes should be made in the primary science curriculum and how these changes could be implemented. (DS)

Summarizes major features and broad principles of design determined by the editorial panel of the Australian Academy of Science School Chemistry Project. Features discussed include roles of practical work, theory text and laboratory manual, structure of materials, subdivisions of content in text, writing, and appeals for assistance in the project.…

The article advocates the use of content topics, and by the use of appropriate enquiry process skills, the development of broad concepts which will encourage children to consider their attitudes in a broad range of issues and the part they can play in decisions about them. (Author/RE)

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)

Outlined are some considerations for designing curricula for children of low educational attainment. Appreciation of such children's characteristics and the underlying causes of low educational attainment may contribute to better accommodation, in curricula, of the needs of these children. (Author/RE)

This commentary discusses an unstated assumption made in a Do It Yourself Curriculum Guide, that "any combination (of outcomes you select for your school curriculum) is as good as any other." Other inadequacies in the Guide are included. Discusses also the problems associated with justifying science in the school curriculum. (CS)

The article addresses the emerging consensus concerning environmental education in Australia. Problems with the emerging consensus are pointed out, including misleading simplicity and lack of clear assignment of responsibility for environmental education. New tools for sharing information and enhancing the developing consensus are delineated. (RE)

This is an announcement of a series of small booklets produced by the Science Teaching Project of the Curriculum Development Centre in Australia. Each booklet is designed to be of practical assistance to science teachers and guidance for the classroom situation. (CS)

Discusses when the writing of chemical formula and equations can be introduced in the school science curriculum. Also presents ways in which formulae and equations learning can be aided and some examples for balancing and interpreting equations. (HM)