Presents a study which was conducted, for the entire Federal Republic of Germany, on the use of living organisms in biological instruction. Teachers' expenditure of time and material and their views on the value of using living organisms in biology teaching were also investigated. (HM)

Discusses features of the meeting which was convened at the University of Bielefeld in West Germany in September 1978 on the cooperation between science teachers and mathematics teachers. (HM)

Describes the establishment of the Microbiological Resources Centers (MIRCENS) by the United Nations Environment Program (UNEP) and UNESCO. The goals of the MIRCENS and the role of regional and interregional centers are also described. (HM)

Presents resolution adopted by the Conference on Society and the Study of Science, Mathematics and Technology (SMT) which was held in Strasburg in November 1978. A list of measures recommended to the European Ministers of Education and some explanatory notes are also presented. (HM)

Presents a brief report of a survey study, organized by the Council of Europe in cooperation with the Institute for Science Education at the University of Kiel (IPN), to identify the number, content and standards of master's and doctoral theses in Europe during the period 1971-1976. (HM)

Presents a historical review of physical geography and its role in the school context. The physical geography lesson units (Soil and Water) of the Raumwissenschaftliches Curriculum-Forschungsprojeckt (RCF-Project) of West Germany are also described. (HM)

Discusses the deficiencies of presenting the theme of energy in the current West German school textbooks. The article emphasizes the structural importance of entropy for the understanding of energy and suggests how the physics teacher can contribute to the development of an appropriate attitude toward the energy crisis. (HM)

The article outlines and explicates a number of principles derived from developmental psychology in relation to their applicability in science education. It is shown that these principles are at variance with those derived from the classical schema of the scientific method. (Author/MA)

Presents general directions on how the Swedish university physics curricula should be designed to meet future needs. How to improve the cooperation between industry and university is also discussed. (HM)

Identifies the attitudes of a sample of 2,100 students of age 14+ to the social implications of science. This sample was selected from 30 secondary schools which represent the major regions in England and the major types within each region. (HM)

Describes a systematic study of skills for solving problems in basic physics. Also discusses how detailed observations of individuals were used to formulate models for problem-solving processes in mechanics and applications for teaching basic college physics or engineering courses. (HM)

Investigates spontaneous reasoning of 709 French, Belgian, and British students in elementary dynamics using the relations between force, energy and motion as the study topic. Students were selected from the last year at secondary school to the third year at university. (HM)

Presents results of the 1976 workshop organized by the European Communities' Biologists' Association (ECBA) in Amsterdam. Recommendations on university training of European biologists prior to specialization are included. (HM)

Describes the Environmental Education Network Project sponsored by the Environment and Consumer Protection Service of the Commission of European Communities. (HM)

Presents eight main areas of research in science education which take place within the Faculty of Science in co-operation with the Institute of Education at the University of Glasgow. (HM)