This study was part of a doctoral dissertation, and reports science teaching practices, procedures, policies, and conditions in elementary public schools of the Central and Far West United States. Trends in teacher preparation and elementary school science practices over the last decade are reported. (JR)

Describes the establishment of a high school museum and outlines the value of student and community involvement in maintaining and building the collection. Students are enthusiastic in collecting, preserving, and identifying specimens, and volunteer as museum assistants. (JR)

Discussed is a science-appreciation course based on goals and performance objectives such as having the student appreciate the concepts of science and the men who put these concepts into readable and understandable terms. (DF)

The use of cybernetics is shown to be a tool for bringing together various scientific fields and the social sciences via logic. Topics are discussed with application to help science teachers employ scientific knowledge and technical tools to build a truly civilized world of abundance.'' (DF)

A rationale is presented placing the teaching of science in a more meaningful context for the layman and requiring new synthesis of subject matter, less oriented to emphasizing the structure of disciplines. (DF)

Contributions made by UNESCO are evaluated and a plan of action is presented. Accomplishments as measured by publications, conferences and workshops, and technical services are discussed, along with future plans. (DF)

A description of the present position of the FUSE organization relative to the development of unified science programs is discussed, including the related purposes and directions that characterize the newly established center. (DF)

Interdisciplinary modules that are interchangeable can be arranged to emphasize the interrelationships of science and to open many flexible options in science curriculum. (DF)

Science outside the classroom is integrated by dealing with real problems in a real world which is opposite the precise, neat, and nonrelevant science that the student receives in school. (DF)

A course concerning goals for science and society was developed in an independent day school with small classes and student freedom in selecting classes. A dozen topics were covered, based on general and specific objectives. (DF)

Discusses the development of a course designed to interest the average high school student. It is socially oriented in its approach to science and has been employed, in both the United States and Israel, for nonscience students. (DF)