Presented is an edited version of testimony given before the U.S. House of Representatives Sub-Committee on Science, Research, and Technology. Reviews the underlying assumptions behind the federal role in science education. (EB)

A bibliographical reading list is presented which covers a broad spectrum of topics inter-relating population-technology-affluence. (EB)

Investigates the impetus toward values education in the science curriculum. Provides lists of values which students most often associate with scientists, and compares these with values of society in general. Describes some methods developed for the teaching of values. (CP)

Describes the science of hair analysis and its use in the solution of crimes. Methods of analysis and genetic and environmental characteristics which can be inferred are presented. (CP)

Surveys the energy situation in terms of current demands and resources. Explains proposals contained in the Federal Energy Research and Development Administration (ERDA) plan for utilization of future sources of energy. The role of science teachers concerning energy education is discussed with suggestions for possible topics and instructional…

Describes the simple construction and operation of an inexpensive photographic enlarger. (CP)

Photographs are provided as an aid in the description of steps involved in the construction of an aquarium. (CP)

Utilizes programmed instruction with concrete experiences and raised diagrams to teach the mammalian heart to an integrated high school classroom (one containing sighted and visually handicapped students). (LS)

Describes the following programs for blind and handicapped students: a four-year science curriculum for elementary students and an Enrichment Science Laboratory for secondary students. (LS)

Discusses the apparent dualities characterizing science which students should be helped to recognize and which teachers should recognize and apply to their science curriculum. (LS)

Supports competency-based education because it identifies learning objectives, places the teacher as learning facilitator rather than performer and individualizes instruction. An example of a long-range goal, with competency statements and performance indicators to accompany it, is given. (LS)

Analyzes science textbooks and their writing assignments. Suggests that teachers introduce students to different writing styles and demonstrate diagramming (explained in the article) or some other method for organizing materials. (LS)

Informs teachers about research related to identifying and developing pictures as effective teaching aids in the science classroom. (LS)

Suggests that teachers create open learning environments to bring about originality by using several strategies which are listed. (LS)