Describes the structure of the observatory built in India in 1710 and shows the relationship of the scientific and geometric principles involved. (AL)

Describes one of the units from an interdisciplinary program where students and faculty from diverse disciplines examine ideas and materials and discover underlying unity of concepts. This article discusses the theme of structure" in science, the humanities, and literature. (AL)

Briefly reviews research concerning concept learning related to science instruction and argues that a strong theoretical understanding of these processes will be needed whatever the variations in curriculum emphasis. (AL)

Investigates relationships between interests in particular areas of science and place of residence, intelligence quotient, social class, grade level, and sex. Other subject preferences and science achievement were also investigated. (AL)

Suggests possibilities for using illustrations from art and music in science instruction so that school curricula becomes less fragmented. (AL)

Pleads that authors distinguish between process" as an end of science instruction (knowledge about how scientists work), and process" as a means of instruction (students investigating, measuring, observing, reading, etc., in the manner of scientists). (AL)

Uses the experience of the Time, Space and Matter developers to argue that much attention to training of teachers is necessary if a new program is to be implemented. Describes the use of a series of resource teachers to guide inservice training of new users. (AL)