Vocational education was largely established on the principle of nontransferability. However, vocational education and academic education have many similarities. Indeed, the difference between basic and academic skills has often been defined in terms of rigor. Basic skills are those concrete skills that are generally taught at the elementary…

This bibliography is based on the author's thinking and experience with implementing the unified education concepts through the team-taught Unified Studies Program at Boston State College, 1972-75. The purposes of the bibliography are to test a new approach to user-oriented bibliographical notes, provide information about how to find information…

Seven teaching-learning guides unifying selected areas of secondary school mathematics and physics were developed. The guides consisted of two parts, a unit and a teacher commentary. The units were used in teaching 18 high ability students enrolled in a high school unified science course over a period of one school year. The guides, findings from…

The activities developed for this project were based on the assumption that science teaching at the junior high school level becomes more meaningful if it is idea-centered and if the ideas selected for study: (1) cut across two or more fields of science, (2) are taught through open-ended laboratory experiences with subject matter introduced as…

The deliberations of the Co-ordinating Meeting for the United Nations Educational, Scientific and Cultural Organization's (UNESCO) Program in Integrated Science Teaching held in May, 1971 are contained in this report. The report first reviews the recent developments and trends in integrated science teaching at the national, regional and…

This student guide contains part one of the first year in the Portland Project, a three-year high school integrated science curriculum sequence. Part one, the first of four parts, involves the student in a series of activities intended to increase his understanding of his perceptual abilities and their limitations. Organization and classification…

This student guide is divided into two sections, "Chemistry of Living Matter" and "Energy Capture and Growth," constituting parts three and four of the third year of the Portland Project, a three-year high school integrated science curriculum. The underlying intention of the third year is to study energy and its importance to…

The Unified Science Program being implemented at Monona Grove High School, Monona, Wisconsin, is a four-year, concept-centered program based on the premise that all science is concerned with the nature of matter and energy and with matter-energy interactions as a function of time. The consequence of these interactions is change and it is this…

Describes problems encountered in a graduate level interdisciplinary environmental education program conducted at Johns Hopkins University. (SL)

Discusses the development of a secondary level unified science module as a six-stage process. A module on oceanology is utilized to describe procedures at each stage of the module development process. (SL)

Describes the respective problem solving procedures, namely, the rule-formula application oriented and the strategy oriented in engineering and science as preconceived notions of each profession. Concludes that the fundamental paradigm is a unified model fitting many apparently unrelated bodies of knowledge. (CC)

Curriculum organization, particularly in the secondary school, should provide for continuity, sequence, and integration of knowledge. There are five basic schemes of organization discussed in this article. (Author/WD)

Investigates the difference between the perceived knowledge structure of unified science students and subject-centered students, and their respective teachers' perceived knowledge structures and curriculum content structures at a Massachusetts high school during the 1973-1974 academic year. (HM)

In the late 1970s and early 1980s, "The History Teacher" published several articles on the importance and process of integrating women's history into "regular history." Now, at the dawn of the twenty-first century, the author suggests to add a new perspective as to how teachers think about and teach gender in the classroom.…