The 1982 British Columbia Science Assessment was designed to gather information from the professional literature, review panels, interpretation panels, teachers, and students enrolled in grades 4, 8, and 12 (and a sample from grade 10). This pamphlet provides brief answers to nine questions related to the assessment. These questions focus on: (1)…

This document augments and extends the 1978 "Science Framework for California Public Schools, Kindergarten and Grades One Through Twelve." It is designed to be used with the Framework in: (1) developing articulated kindergarten through twelfth grade science programs based on information in the Framework; (2) stimulating science teaching…

This book provides activities designed to meet the needs of new and practicing elementary and middle school science teachers. The activities, which focus on science and society, are arranged in four major sections: environmental biology activities; health and nutrition activities; physical science activities; and earth and environmental science…

An international conference was held: (1) to determine what can be done to make science (particularly physics) and technology more attractive to girls; (2) to examine how girls who study science and technology can have the same opportunities as boys have; and (3) to see that girls have the same results in science and technology as boys have. These…

Indicating that the rationale for teaching physics, to which curricula are ultimately directed, must focus on the needs of both future scientists and non-scientists alike, trends in physics curricula and instruction are viewed. Such changes are suggested to have taken place in response to growth in information, to changing perceptions of the…

The Education Voucher Demonstration, begun in Alum Rock in 1972, is a large-scale social intervention with a wide range of social, political, economic, and educational objectives. This document is one of three such papers describing the educational aspects of the demonstration program which involved six public schools, 22 "mini-school"…

Describes a summer institute for elementary secondary science teachers held at the University of California, Irvine, which is designed to update and refine the scientific knowledge of the teachers and to build a scientific foundation for crossover teachers who are teaching without an adequate science background. (TW)

Describes the changes and trends in elementary school science in Great Britain. Discusses the justification for the development of programs at the elementary school level and some of the essentials of good practice. Indicates some of the myths about elementary science and provides guidelines for progressing from elementary to secondary science.…

Consists of activities which address the causes of habitat destruction and the effects of habitat loss on animals and plants. Identifies habitat loss as the major reason for the endangerment and extinction of plant and animal species. (ML)

Addresses concerns related to how educational software can be designed to accommodate a constructivist approach to learning. Describes features of software which are consistent with a constructivist view and cites examples of physics materials which are appropriate. (ML)

Discusses the importance of interpretive programs in the Northern Territory of Australia. Describes the typical interpretive approach of local school science curricula, which serve 20,000 Aboriginal children. Addresses the curriculum framework, learning strategies, and process skill development, illustrating them through a lesson on mangroves. (TW)

Reports that 72 Nobel prizewinners have filed a legal brief in the United States Supreme Court. The brief supports an effort to overturn Louisiana law that requires "creation science" to be given equal time with evolution in the state's public schools. Argues that "creation science" is religion dressed up as science. (TW)

Describes several tests for determining dominance of children's hands, eyes, feet, and thumbs. Discusses the relationship between hemispheric brain dominance and dominant sides of the body. Suggests that raising questions about generalizations can lead to new learning. (TW)

Traces science curriculum development efforts in elementary and secondary schools in Great Britian. Calls for changes in the curriculum so that all students above the age of 16 take science courses. Considers the possible impacts on vocational courses, and on college courses in science, engineering, and teacher education. (TW)

Contains eight articles relating to various topics in science education in Great Britain. Includes science and drama, energy education, science curriculum evaluation, science achievement, a sequential learning approach, multicultural science education, children's images of scientists, and humanizing science education. (TW)