The operation of the Hall of Science as a museum and as an educational center is noted. Descriptions of 30 science education projects currently underway are provided. (CP)

Cites reasons for the formation and continuance of the Intellectual Development Project ( IDP). The impact of IDP research is described. (CP)

Evaluates the Nuffield Combined Science program in terms of the Piagetian developmental levels required for successful achievement in the various program divisions. (CP)

Reviews studies gathering data about what happens inside science classrooms, studies providing information about the nature of interaction in science lessons, studies which have examined factors influencing the nature of interaction, and studies which have looked at the impact of different patterns of interaction on science outcomes. (Author/SL)

Examines various meanings ascribed to "integrated science," and explores arguments used to establish the value of an integrated approach for primary and secondary education. (SL)

Reviews the trends of science choices among secondary level students in Britain, and summarizes research on factors associated with subject choice. (SL)

Discusses the use of science syllabuses developed in one country that were developed in a second country and the consequences of doing so. (SL)

Discusses the need for additional research pertaining to cognitive preferences in science. (SL)

Reviews activities of the Amos De-Shalit Science Teaching Center in Israel, established to promote and improve the teaching of science in Israel. (SL)

Outlines the current state of research on curriculum change by reference to studies representative of the main trends in the United States and England. Reviews the Curriculum Diffusion Research Project and presents suggestions for future study in the area of curriculum diffusion. (GS)

Serves as an introduction to the field of educational evaluation by clarifying the aims and methods of evaluation and outlining points of conflict that exist between the various practitioners. Presents five evaluation studies as examples for discussion and assesses the strengths and weaknesses of different approaches. (GS)

Surveys the language problems encountered by teachers and students when the vehicle of instruction is not their native tongue and groups these according to five ad hoc headings. Outlines five parameters which offer a solution to the language problems. (GS)

Examines in detail the objectives, design principles, and accomplishments of projects which have used the computer for tutoring and simulation and explains the educational use of programming languages. Outlines some of the difficulties and achievements in incorporating these developments within academic institutions. (GS)

Outlines the criticisms of science education research related to the following points: absence of an adequate theoretical framework, methodological shortcomings in design and evaluation, and inadequate attention to science-specific problems of learning and characteristics of the learner. (Author/GS)

Presents a personal view of the experience and course work necessary in the training of personnel who wish to work in sociological, psychological, or curriculum aspects of science education. (GS)