Described is the development and implementation of the Israel Elementary Science Project (MATAL) established in 1968 which used British and American programs as its foundation, but modified them for application to the needs of less developed countries. Structure, content, teacher training, and enrichment programs of MATAL are discussed. (Author/DS)

Described is a program in applied chemistry within a classical chemistry department of a university located in a Third World country. The course was designed to provide student with knowledge and skills used by chemists in Jamaican industry. Summer employment is required as part of the program. (DS)

Reports the results of a survey of practicing scientists, recent graduates, and undergraduates about their perceptions of undergraduate laboratory programs in biology, chemistry, and physics. Scientists and graduates regard laboratory experiences in pragmatic terms stressing the scientific process skills while undergraduates regard laboratories as…

Three task context factors that form obstacles to generalizing logical reasoning strategies for adolescents are discussed. The relationship between these obstacle factors and Piagetian theory is explored. Findings suggest that it is possible to make some predictions about how and when logical mechanisms will be generalized to new situations.…

Described is a nontraditional approach to the evaluation of laboratory instruction in general physics courses which focuses on the identification of telling questions, key concepts and basic phenomena involved in the experiment, description of the method used, and the results. (DS)

Described is the reform movement in Mathematical Curricula in Egypt. The major reform activities, evaluation of the success of the UMPAS curriculum, and the future of the UMPAS in Egypt are discussed. (DS)

Described is the elementary science curriculum "Children and Their Natural Environment" developed by the working group for Educational Research at the University of Gottingen. Objectives are listed as attempting to integrate a particular teaching concept with the scientific way of looking at problems and an attempt to understand teaching through…

Describes a cooperative effort made to create a representative international network of centers for integrated science education and an instrument (given in the appendix) to describe integrated science education programs so they can become available to more users and adaptors. Some problems encountered in the instrument's development are…

Reviews the development and implementation of science education curriculum projects in Great Britain. Suggests that, among others, relevance of project materials and ideas to problems teachers face in schools and a positive attitude toward curriculum development are necessary to ensure uptake. (Author/SK)

The author reviews the past few years of experience gained in English schools of mixed-ability teaching in science and makes some personal interpretations of the lessons to be learned from that experience. It is hoped that some of these issues will be of relevance to other countries. (Author/SK)

Presents a frame syllabus for biology teaching at the primary and secondary school levels, covering the age range 6 to 18 years. The topics listed, with resulting implications for school life and society, can be used to prepare state-level biology syllabi and for curriculum reform. (Author/SK)

Evaluates experiences gained using nontraditional teaching methods in college physical chemistry, including small group instruction, use of teacher prepared materials, integration of theoretical and directed teaching, continual examination of knowledge and less emphasis on teacher centered approaches. Suggests positive influences resulting from…

Compares types of outdoor activities chosen by school teachers v community leaders. Suggests providing teachers with many activities to select from rather than providing a few activities containing a lot of content material. (Author/SK)

Determined whether the different value positions claimed by Macdonald to be inherent in his three curriculum development models resulted in differences in the content of science curricula and/or the organization of such content. The findings supported Macdonald's contentions. (Author/SK)

Considers an aspect of children's thinking and learning: the set of beliefs or expectations they hold about the way natural phenomena occur and how they affect the sense pupils make of experiences we give them in science classes. Implications for instruction are addressed. (Author/SK)