This second part of a review on teaching science to middle school students notes Piagetian ideas related to the learning of these students and focuses on the curriculum and needs of students. (MNS)

Factors affecting science and mathematics education are discussed, with particular attention to economic factors. Some effects of technology are explored in some detail. The author believes that these technologies will force an emphasis on process in education. (MNS)

To aid educators in locating software worth previewing, titles of microcomputer software for all curricular areas are listed, as developed by the Educational Software Evaluation Consortium (San Mateo, California). Title, publisher, computer, curricular area, and subject/topic are noted for each; publisher addresses are listed. (MNS)

Students in seven grade six and eight grade eight classes were involved in this study in which the effect of two versions of the "Mastermind" game on logical reasoning were compared. No differential effects on test performance were found, nor did playing the games promote improved formal reasoning skills. (MNS)

Students in grades four-six were asked to complete multiplication examples and write a story problem (reported earlier, SE 533 279). Their stories were categorized in terms of their logic and realism. Many errors were noted, leading to the conclusion that knowledge of multiplication does not necessarily lead to logical multiplication. (MNS)

Two sections of a course in physical science for elementary education majors used the balance beam. When taught to transfer from that material to others, students did much better than those who did not receive training. (MNS)

Over 100 students taking precalculus courses completed an attitude scale. Overall, they had a neutral attitude toward mathematics. High school mathematics background and year in college were related to their attitude in this course. (MNS)

Results from a national assessment of science conducted by the Minnesota Science Assessment and Research Project in 1981-82 are presented. The achievement of 13- and 17-year-olds on biology items, their attitudes about science and science classes, and comparisons with data from 1976-77 are discussed. (MNS)

This study investigated the effects of combining interactive microcomputer simulations and concrete activities on the development of abstract thinking in elementary school mathematics. Students in grades 2-4 were assessed on tasks involving designs and patterns. (MNS)

The importance of using concrete materials to teach fractions is emphasized. Suggestions for preparing inexpensive sets of such materials are given, with nine activities for their use. (MNS)

Various approaches to integrating science and mathematics instruction are described. Integration is proposed as both an effective and realistic answer to calls for accountability. (MNS)

The need for developing a geometry curriculum sequence is discussed. Work by a group of about 50 mathematics educators on intuitive aspects of Euclidean classifications and relations is presented. Textbooks were analyzed, a sequence of concept clusters developed, and a scope-and-sequence chart included. (MNS)

This review discusses instructional materials as the physical media through which the intents of the curriculum are experienced. Studies of innovative science curricula are considered, as well as the role of textbooks. (MNS)

A computer program (written in Applesoft BASIC) to score the Scientific Attitude Inventory (SAI) has been developed. The program takes approximately seven minutes to process a file containing 150 subjects. A complete listing of the program (which is available from the author on diskette) is included. (JN)

Presents a problem, modified from a familiar situation, that would be suitable for high school students to investigate. The problem involves the properties of an array known as the odd triangle, which is made up of the odd counting numbers. (JN)