A discussion of the philosophy and rationale of Energy - Structure - Life, a two year high school sequence in integrated science, is contained in the introductory section of this manual. The student's copy of the laboratory activities and the quizzes for the first year of the program constitute the major portion of this volume. The two year course…

This student guide is for the second year of the Portland Project, a three-year integrated secondary school science curriculum. "Motion and Energy," the first of the two parts in this volume, begins with the study of motion, going from the quantitative description of motion to a consideration of what causes motion and a discussion of…

Presents the conceptual levels theory of Hunt and his associates. Indicates how it can be used as a means to develop a theoretical framework from which the validity of unified science curricula can be examined. (HM)

Reports on a survey of 72 schools and 51 teachers who have used the Nuffield Combined Science program. The study sought to determine teachers' opinions of material suitability, discovery learning, and to describe physical characteristics of schools using the program. (CP)

Discusses the development of a syllabus and a study guide necessary for adequate preparation of high school physics teachers. Indicates that the unified nature of physical science will predominate over separate physics or chemistry courses on the school level in the future. (CC)

Describes the history and seven major characteristics of Nebraska Physical Science Project (NPSP). Characteristics include the reduction of artificial disciplinary lines by integration of chemistry and physics, self directed learning, self pacing, multiple resources for teachers and students, and emphasis on behavioral objectives. (PR)

Discusses the areas of science education in need of revision, based upon societal implications of the scientific enterprise and the interactions of science with society, culture, and human values. (JK)

Discusses teaching science at the secondary and college levels and proposes a one-year unified science course organized around the human system. It would emphasize the basic principles of biology, chemistry, and physics. (SL)

Discusses the need for integration of science and mathematics education with a history of curriculum activities related to integration. Provides a bibliography of 67 references chosen by the School Science and Mathematics Association (SSMA) Early Childhood and Middle School Science and Mathematics Integration Task Force. (YP)

A British experiential and outdoor secondary curriculum has 12 modules that cover a wide range of subjects and develop skills in personal organization, literacy, numeracy, social interaction, and daily living. It is flexible and has been used with regular, special education, and limited-English-speaking students. Accreditation and benefits are…

Human resource development (HRD) as a scholarly endeavor and as a practice is often criticized in the adult education (AE) literature and by AE scholars as manipulative and oppressive and, through training and other interventions, controlling workers for strictly economic ends (Baptiste, 2001; Cunningham, 2004; Schied, 2001; Welton, 1995). The…

Initiatives to integrate engineering design within the field of technology education are increasingly evident. The National Science Foundation has encouraged and funded opportunities for technology educators and engineers to work collaboratively. However, perspectives regarding the role engineering should play within the discipline of technology…

To help students grasp the intimate connections that exist between mathematics and its applications in other disciplines a library of interactive learning modules was developed. This library covers the mathematical areas normally studied by undergraduate students and is used in science courses at all levels. Moreover, the library is designed not…

We present an approach for integrating instruction of scientific writing and reading into undergraduate science courses, inspired by the pedagogical theory of cognitive apprenticeship. We demonstrate its implementation and describe a study of students' feedback that enabled us to elicit students' difficulties and fine-tune the next application…