States that real problem solving must become an effective and integral part of education at all levels. Describes the relationship of real problem solving to the USMES class, interdisciplinary education, and the total school program. (GS)

The science curriculum in Anne Arundel County Maryland specifies a scheme for major unifying concepts in science and a scheme for scientific literacy as the basic structure of the program. (GS)

Describes integrated science activity by UNESCO and in the countries of the Philippines, Singapore, Thailand, Malaysia, Japan, Australia, the United Kingdom, Isreal, and the Carribean. (GS)

Presents the philosophical basis and general characteristics of the Correlated Science Program and describes specific examples of curriculum and teaching techniques used. Explores problems encountered in developing and implementing the program. (Author/GS)

Describes the project from its inception in 1962 to its present state. Presents a topic outline and describes the variety of school settings and instructional methodologies that exist in the program. (GS)

Describes an activities approach to the Man-Made World that is organized as a series of mini-courses to enable disadvantaged and unmotivated students to achieve a degree of technological literacy. (GS)

Describes the function and activities of the center and outlines the curriculum methodology advocated by the center. (GS)

Describes a course developed in the United Kingdom that uses a patterns approach to science teaching. Outlines eleven novel features of the course and describes a method of integration that offers complete instructional flexibility. (GS)

The ability of 616 students (grades 4-9) to apply the ratio concept in a simple measurement and prediction task was investigated. Responses were classified into 11 categories. Results showed those not using proportional reasoning had access to alternate procedures that reflected individual cognitive style rather than Piagetian developmental level.…

Providing for original and creative thinking by geometry students is discussed. Techniques for discovering theorems are suggested, and examples of places in geometry where these methods can be used are given. (DT)