Lists examples of affective objectives from three secondary school science syllabi and from the Australian Science Education Project. Presents 15 teacher responses to the question, "what do classroom teachers do about the affective area?" (GS)

Surveys the research literature on the influence of curricula on attitudes toward science. Research includes teacher's perceptions, comparisons among school subjects, curriculum variables, case studies, and instructional effects. (GS)

States that the "right" curriculum is one that provides students opportunities to work toward goals they consider worthwhile. Outlines areas of possible student ambition and interest. (GS)

Describes a curriculum evaluation model that includes a focus of evaluation and the method of evaluation. Identifies three distinct modes of evaluation: unstructured subjective observation, semi-structured consensus of opinion, and structured objective observation. Outlines the role played by curriculum evaluation in science education today. (GS)

Presents various ideas on the origin of life including very early ideas, Oparin's view, and an alternative view related to carbonaceous chondrites. Outlines one currently tenable hypothesis in the formation of the solar system and explains the method involved in detecting polyatomic molecules in dark nebulae. (GS)

Discusses early Euclidean cosmologies, inadequacies in classical Euclidean cosmology, and the development of non-Euclidean cosmologies. Explains the present state of the theory of cosmology including the work of Dirac, Sandage, and Gott. (CP)

Explains the distribution of air pollutants as related to such meteorological conditions as temperature inversions, ground inversion, and wind velocity. Uses a power station to illustrate the effect of some of the meteorological conditions mentioned. (GS)

Describes a methods course which places great emphasis on getting and/or making appropriate concrete manipulative materials in the classroom. Presents the rationale for this materials emphasis and explains the value of this approach. (GS)

Alerts teachers, science-test writers and other relevant persons to the problem of distorted concepts which might arise from careless and/or irresponsible usage of the language of science. Provides examples of semantic problems in writings related to the concepts of adaptation and evolution. (GS)

Describes a study designed to assess how students felt and behaved towards science, mathematics, scientists and mathematicians. Measuring instruments were used to describe the affective, cognitive, and behavioral components of student attitudes. Reliabilities and validities of the instruments are presented. (GS)

Describes a project which consists of BASIC programs, teacher's guide, and student's notes on six topics for high school biology, chemistry, and physics. Outlines the supply of physics equipment in high schools in three Australian states and presents a procedure for demonstrating small scale temperature inversion in the classroom. (GS)

Discusses a wide range of topics related to the environmental crisis with particular emphasis on consequences for Australia. Suggests that Australian science teachers have both the opportunity and responsibility to play an active role in environmental education. (JR)

Examines the evolving relationship of man with his environment and the role which science plays in this process. Particular emphasis is placed upon Australian resources and scientific development and the contributions of the Commonwealth Scientific and Industrial Research Organization (CSIRO). (JR)

Presents data from the International Association for the Evaluation of Educational Achievement (IEA) Science Project in order to construct a thorough statistical picture of science teachers in Australian secondary schools. (JR)

Suggest that science is sterile and irrelevant to most secondary school students, and that the purposes of science education should be reexamined and more stimulating and relevant approaches adopted. (JR)