This teacher's guide and student text present basic information about the causes and effects of earthquakes and tsunamis. The teacher's guide contains suggested activities, materials, and educational objectives for the text. Chapters in both texts are: (1) "Shapes and Movements of the Water"; (2) "Permeability and Buoyancy"; (3) "Life Styles at…

Interactive Biology Multimedia Courseware is an on-going project, with new titles continually under development. Currently, Interactive Biology includes 38 biological titles on CD-ROM for Macintosh and IBM-compatible systems. Each title deals with a specific biological subject and provides in-depth, comprehensive course material for the 9th grade…

These curricular materials are intended to explain wastewater treatment processes, detail the goals of the Boston Harbor Project, and describe the responsibility of individual citizens to the revitalization of Boston Harbor. A series of student activities covers three main topics: wastewater operations, wastewater residuals, and household…

The videos in this educational series, for grades 4-7, help students understand the science behind weather phenomena through dramatic live-action footage, vivid animated graphics, detailed weather maps, and hands-on experiments. This episode (23 minutes) looks at how meteorologists gather and interpret current weather data collected from sources…

This student text is designed for grades 2-4 and explores various earth science topics. A cartoon character named Tommy Tsumi explains earth facts and concepts throughout the text. Activities, materials, and learning objectives for each unit in the textbook are provided in the teacher's guide. Units in both include: (1) "What Does Our Earth…

Presented are ideas for a six-year science curriculum for secondary school science education. Exposure to biology, chemistry, physics, and earth sciences for the purpose of preparing students to enter college is proposed. The integration of the science disciplines during all six years is emphasized. (CW)

Describes a program to improve computer expertise, encourage science teachers to use computers in science and technology, and to develop computer methods to enhance student achievement and understanding. Discusses participant selection, a summer institute, followup activities, and a network system. (MVL)

Summarized are the comments of four chemists who spoke at a conference on chemistry in March 1989. Presenters included Frank H. Westheimer of Harvard University, John L. Burmeister of the University of Delaware, Henry A. Bent of the University of Pittsburgh, and Miles Pickering of Princeton University. (CW)

Discusses the need for a science-technology-society (STS) approach in science classroom and describes the characteristics of exemplary STS programs. Lists five domains for STS goals and indicates assessment instruments for the domains. (YP)

Described is an elementary school science program developed by the Biological Sciences Curriculum Study entitled "Science for Life and Living: Integrating Science, Technology and Health." Discussed are the rationale, unifying themes, organization, teaching model, implementation, development, production, and support for this program. (CW)

Discusses the importance of implementing new approaches in science teaching which will elevate citizen concerns to science-related issues confronting society. Outlines a biology application course designed to counteract current problems in this area. (RT)

Notes that as the student progresses through school, science experiences hold a less positive view. Used are teacher interviews and classroom observations conducted to determine possible explanations. Points out that schools need to help students realize how much science affects their everyday lives. (MVL)

Describes historical accounts of the manipulation and importance of the Earth and its mineral resources. A foldout, "Out of the Rock," provides a collection of activities and information that helps make integration of the aforementioned concepts easy. (ZWH)

Grade 10 students (n=1,564) perceptions of classroom practices and activities, as well as their attitudes toward science teaching and school science, were assessed in British Columbia. Major findings were that students do not appreciate the most prevailing contemporary practices in science classes and that they prefer science teaching and learning…

Describes a three-week environmental minicourse in a general chemistry class. The minicourse consisted of two distinct phases, a one-week introduction to environmental chemistry and a two-week project involving a particular environmental problem. (PR)