Describes the training of French technicians. Choice and specialization after secondary school are discussed, as well as the various examinations which can open up additional opportunities after their completion. (SA)

Discusses the tensions between science and technology at the levels of secondary effects, the interdependence of scientific and technological advances, and the problem of democratic control. The efforts in scientific cooperation throughout Europe are presented as they relate to communication between scientists and politicians. (SA)

Describes the activities of The Institute for Science Education (IPN) at the University of Kiel, Germany. The emphasis is on the interdisciplinary approach of the individual fields and the projects during 1977-1979. (SA)

Many didactical difficulties encountered in contemporary school physics are due to an outdated philosophy of science as illustrated by the energy concept, an example of a theoretical term which cannot be defined operationally with the help of simple measurement operations. (Author/DS)

Discusses how fifth- to tenth-grade students can be guided to understanding energy as a conserved quantity. Includes examples of different approaches of teaching the energy concept and the concept of energy as a conserved quantity, and learning difficulties related to students' understanding of these concepts. (DS)

Describes the technical and pedagogical characteristics of the ESSOR system simulation on minicomputers, which allow the simulation of science experiments in the laboratory. Reflects on several years of use and development in the field of chemistry. (Author/DS)

The method used to record intellectual transaction in the Science Teaching Observation Schedule (STOS) is examined in the light of the theory of sampling methods. Concludes that STOS cannot give reliable quantitative data. Questions usefulness of continued analysis of STOS data. (Author/DS)

In response to criticisms of the reliability of the sampling methods associated with the Science Teaching Observation Schedule (STOS), the instrument's authors briefly review the rationale in developing the STOS and describe several studies validating the instrument. (DS)

The Learning Environment Inventory (LEI) was administered to tenth-grade biology classes (N=572) in urban and kibbutz district schools in Israel. Findings indicated that seven out of nine scales of the LEI yield significant differences in scores for urban and kibbutz samples indicating a more positive learning climate in the kibbutz. (Author/DS)

Investigated factors affecting science interests of 592 students by administering three questionnaires to them at ages 12+, 13+, and 14+. Conclusions drawn from numerous findings suggest that early science activities have positive and negative long-term effects and dealing with animals seems detrimental to some females' future interest in biology.…

Briefly describes and compares the state-of-the-art of undergraduate and graduate programs and research related to the history of science in the United States, USSR, West Germany, and Great Britain. (DS)

Briefly describes the Department of Education's philosophy and degree programs in science education at Southampton University in the United Kingdom. Includes an annotated list of seven current research projects in the education department. (DS)

Presents the aims of the University of Amsterdam's Center for Research into Higher Education and describes two projects: (1) PLATO Pilot Project Amsterdam, a university-wide program in computer-assisted instruction; and (2) "Exercise in Chemical Problem-Solving," computer simulations designed to aid students in developing problem-solving research…

Considers the rationale, value, and ethical issues for use of a particular action-research model for curriculum innovation. Describes the use of this approach in the implementation of an innovation concerned with differentiation of work in mixed-ability classes and the significance of findings for the action-research strategy. (DS)

The African Primary Science Programme (APSP) was one of the three major projects in Africa sponsored by Educational Services Incorporated (ESI), later the Educational Development Center (EDC), Newton, Massachusetts. The problems of introducing this programme in the anglophone African States and its implications for science education are discussed.…