Instructions are given for a first graders' science and mathematical lesson entitled: "Stone Soup" (based on a popular story by Marcia Brown). Activities include reading, discussing, collecting materials, cooking, growing plants, and observing physical and chemical changes. (CR)

The adaptation of the Projective Tests of Attitudes (PTOA) for use with adults is described. The revised test forms are appended. (CR)

A particular shot on a pool table is analyzed using the concept of similar triangles, to introduce the equivalence of the "incident-reflection" principle and the "minimum-distance" principle. (CR)

The use of Cuisenaire rods to illustrate finite mathematical systems is presented. (CR)

Data are presented from a study made, 1972-73, using a direct-mail questionnaire. Seventy-nine percent return was indicated. Found that most teachers needed background improvement, that facilities and materials were not considered adequate and that enrollment has increased greatly from 1961 to 1972. (EB)

Presents a study focused on the problem of science instruction in the southern Appalachian region. Students in grades four through eight participated. Younger students showed more positive attitudes. Students in each level felt science education was an important school subject. (EB)

Describes an attempt to promote both mathematical and nonmathematical problem solving. Suggests that the goals for the average mathematics course need revision, in practice, or additional courses introduced, which will develop thinking ability as a primary objective. (EB)

Describes the fourth revision of the Observation Rating form used to systematically analyze what goes on in a classroom while a teacher works with children in the area of science, as well as directions for using the form. The instrument is used in teacher education programs as well. (EB)

Describes the construction and use of an experimental instrument for monitoring science teaching opinions, initially conceived for use by pre-service teachers but considered valuable with in-service teachers participating in workshops, seminars and institutes. (EB)

Describes the use of a scientific phenomenon related to the concept of surface tension as an intriguing vehicle to direct attention to useful problem solving techniques. The need for a definite building process in attempts to solve mathematical problems is stressed. (EB)

Presents a compilation of theses and monographs which relate to sciences at the elementary, junior high, secondary, teacher education and college levels. (EB)

Indicates that human problems of the future will demand integrative ideas and solutions. This integration requires a unifying theme to overcome the educational specialization that has been created by a technological society. (GS)

Presents the present status of unified science education and provides a pragmatic, philosophical and psychological rationale for this approach. (GS)

Outlines the use of computer programs in modeling and simulation to provide a link between science and mathematics education. (GS)

Outlines the basic requirements for genuinely transdisciplinary studies. Describes ways of transcending the boundaries of the disciplines and describes a learning environment that would facilitate integration. (GS)