Discusses ideas and trends that are rapidly developing in science education in the United States, and describes how a specific secondary school science program, the Interdisciplinary Approach to Chemistry (IAC), is attempting to translate those ideas into action in the classroom. (JR)

Presents a review of genetic engineering, in which the genotypes of plants and animals (including human genotypes) may be manipulated for the benefit of the human species. Discusses associated problems and solutions and provides an extensive bibliography of literature relating to genetic engineering. (JR)

Identifies and discusses developments in learning theory that are of particular interest to science teachers. Emphasizes the importance of inquiry learning in facilitating intellectural growth whcih may otherwise be retarded by a classroom environment that does not provide opportunities for the student to investigate, probe, discuss and question.…

Examines aspects of the learning theories of Piaget, Bruner, Gagne, and Ausubel as they relate to laboratory experiences for upper elementary and secondary school science students. (JR)

Describes a project aimed at producing an efficient piece of secondary science instructional material in accordance with current educational theory. Students involved in the study attained a satisfactory level of competence with material drawn from a much higher grade level, and in a shorter time span than is usually allowed. (JR)

Reports the results of a study in which cognitive-field learning theory was applied to the curriculum evaluation of a unit of the Australian Science Education Project (ASEP). (JR)

Briefly examines recent trends and developments in tertiary level chemistry in Australia, together with views of its worth, its traditional and non-traditional organization, and the various aims and objectives of chemistry instruction. Attempts to show the implications of these considerations on the teaching of introductory organic chemistry. (JR)

Attempts to identify common assumptions which underlie introductory courses in organic chemistry, and relates these to some learning difficulties experienced by students. (Author/JR)

Discusses the place of organic chemistry in the secondary school curriculum, and advocates a mechanistic approach to organic chemistry developed in such a way as to be integrated with general chemistry. (JR)

Questions whether the stated attitudinal aims in secondary science subjects actually reflect the attitudes that scientists develop and profess. In particular, objectivity, open-mindedness, and the desirability of possessing "scientic" attitudes are seriously questioned. (JR)

Examines the nature and philosophical structures of science, with particular reference to inductive and deductive methods. Considers "simple falsificationism," which suggests that scientific progress consists of the rejection of unsatisfactory theories rather than the establishment of new theories. (JR)

Argues for an increased emphasis on teaching the history of science in secondary school science courses. A greater understanding of the nature of the scientific enterprise in the past should make students more aware of the interrelationships of science and society. (JR)

Outlines a model for use by science teachers as a framework for making curriculum decisions. An appendix lists 17 activity-based science curriculum materials that are readily available in Australia and suitable for use in grades 7-10. (JR)

Compares the assumptions that underlie the teaching of scientific method in secondary schools, a so-called "idealistic" scientific method, and the scientific method of scientists. (Editor/JR)