Identifies common areas of interest for the sciences and social studies. Explains effective clarification strategies and methods of focusing on value conflicts. Two such methods, the analytical model and moral reasoning model, are explained and examples of instructional materials provided for each. (GS)

Presents a rationale for providing preschool children with experiences related to classification, seriation, and pattern recognition because they are means by which a child can organize the world around him. These are considered to be the early steps in the long developmental sequence leading to logical thinking and reflective observation. (GS)

Enumerates the enrollment rate and expenditures for higher education. Compares the cost of instruction in science with the cost of other subject matter areas. Presents examples of arguments being used against the required science experience and recommends instructional changes to combat those arguments. (GS)

Attacks the precept that students should choose and direct their own learning activities according to what interests them. Indicates that the notion of personal responsibility in learning is vitally important, but is misunderstood by advocates of "open" education. (GS)

Describes an investigation of 35 secondary school students to examine the relationship among scores on 10 Piagetian tasks used to assess levels of concrete and formal reasoning and problem solving abilities and scores on a standardized reading examination used to measure reading ability. (Author/GS)

Reports a study of 61 secondary school students in which a theoretical explanation of structure in communication was used to create science communications of different levels of structure and to determine the effects of these treatments on knowledge acquisition. (GS)

Presents developments in the teaching of earth science in Venezuela, Brazil, Uruguay, Argentina, Bolivia, and Colombia. (GS)

Reports on a national survey conducted to determine priorities in ocean science study as identified by oceanographers. The priority determinations gave equal weight to relevance and academic importance of ocean problems. (Author/GS)

This study attempted to determine at what grade levels children develop the ability to combine and control variables, the effect of the elementary science program on this development, and the relationship between a child's ability to control variables and his ability to form combinations of variables. (GS)

Presents a model science teacher education program developed from a consideration of exemplary science teacher characteristics. Advocates an increased emphasis on clinical experiences at a variety of levels. (GS)