This guide is designed to provide a rationale and structure which can enable educational planners and decision makers in Kansas to develop and select science curricula. The content of the publication is intended to be used by administrators in charge of curriculum, departmental and district science chairpersons, and all teachers, citizens and…

Designed for middle and junior high school students, the Human Sciences Program (HSP) represents a three year, interdisciplinary program which focuses on the role of the natural sciences in promoting the cognitive, psycho-social, and moral development of early adolescents. The materials consist of modules of activities designed around major themes…

Background information and exemplary units for teaching science in Georgia's middle school grades are provided. Discussed in the first section are: (1) the rationale for including science in middle school grades, focusing on science/society/technology, science/social issues, scientific reasoning, and scientific literacy; (2) role of science…

This document was developed to encourage and aid local schools in the assessment of their science curricula on a continuous basis. It provides: (1) a 21-step implementation schedule for conducting a science curriculum assessment and/or revision; (2) a model for assisting schools in developing their science philosophy, goals, and topics; (3)…

This document contains guidelines for science curriculum in Washington State schools. Statements of philosophy and program goals are presented and explained. Four major program goals (which address societal demands) operationally describe science education toward the learning of: (1) factual and theoretical knowledge; (2) applied science skills;…

Believing that effective supervision depends upon a well-informed, competent leader, the National Association of Science Supervisors (NSSA) conducted a regional leadership conference for science chairpersons and supervisors (August 10-15, 1980) which focused on (1) increasing leadership skills in selecting supervisory techniques and strategies,…

The Biological Sciences Curriculum Study (BSCS) Human Sciences Project developed, produced, and field tested 13 interdisciplinary, non-traditional, non-text science curriculum modules for early adolescents, ages 11 to 14. The Human Sciences Data File- HSPALL (ED 211 383) contains evaluation data from the 1973-1976 field testing of the Human…

The Biological Sciences Curriculum Study (BSCS) Human Sciences Project developed, produced, and field tested 13 interdisciplinary, non-traditional, non-text science curriculum modules for early adolescents, ages 11 to 14. A codebook (ED 211 382) contains the frequencies for the value of 23 variables for each of the 3,173 student-activity…

The Biological Sciences Curriculum Study (BSCS) Human Sciences Project developed, produced, and field tested 13 interdisciplinary, non-traditional, non-text science curriculum modules for early adolescents, ages 11 to 14. The Codebook for Human Sciences Activity Characteristics on Reviewer Evaluation File--HSACRE (ED 211 384) contains 8 variables…

Learning objectives and suggested activities, monitoring procedures and resources for the Washington K-3 Small Schools Science Curriculum are based on the rationale that "young children need the opportunity to observe, classify, predict, test ideas again and again in a variety of contexts, ask questions, explain, discuss ideas, fail, and succeed.…

Results are presented of a 1977 survey of 257 Papua New Guinea science teachers on: (1) teacher qualifications; (2) teaching experience; (3) science periods taught per week; (4) other subjects taught by these teachers; (5) distribution of teaching time; (6) difficulties with the new science syllabus; (7) inservice needs; and (8) improvements in…

Discusses the reasons for the lack of interest in science of students and the general public in Mexico. Explains efforts and programs conducted to assist in enhancing the image of science. Relates that talk should be minimized and student involvement and demonstrations maximized. (RT)

Outlines the constructivist model of knowledge and describes how this model relates to Piaget's theory of intellectual development. Contrasts the constructivist model with the traditional views of knowledge. Discusses how this model can help explain some of the things that happen in chemistry classrooms. (TW)

Argues that the failure of modern courses to achieve their declared goals in relation to children's understanding of science has two causes, namely teachers views about the nature of science, and a degree of confusion in the philosophical stance implicit in many science curricula. Presents a philosophical model for curricula. (CW)

Presents edited versions of plaintiff and defendant outlines of legal issues and proof (views of cases set to limit issues argued during trials) and trial briefs (comprehensive presentations of legal precedents and arguments) in McLean v. Arkansas Board of Education case focusing on balanced treatment of creationism/evolution in public schools.…