Provides suggestions for the compilation of cards on which science activities are outlined for student use. (MLH)

Many terms such as "balance of nature" and "pollution" are metaphors that are used in many courses. We should analyze terms we plan to use in courses and avoid the use of terms such as "pollution" if we desire to stress rational thinking. (RH)

Events and movements leading to environmental studies are briefly presented. Some examples of environmental education in the United States, United Kingdom, and Australia are cited. (RH)

Describes the Postgraduate Diploma in Environmental Studies at Macquarie University. The two year program was started in 1973. (RH)

Described is a four year course in environmental studies at Rusden State College in Australia. The program leads to the Higher Diploma of Teaching (Secondary). (RH)

Describes a project for secondary school students in environmental education. The eight week unit focused the study of a creek and the related environment. (RH)

Described is a rationale for field study programs and descriptions of field study programs in Great Britain and Australia. Development and support of programs, both financial and staff, are discussed. (RH)

Provides information about various groups within the Victorian Education Department contributing to environmental education. Contributions of the groups and needed improvements in coordination of planning and implementation are identified. (RH)

Describes the development of multiple-choice test item bank for grade ten science by the Australian Council for Educational Research. Other item banks are also being developed at the grade ten level in mathematics and social science. (RH)

Described is the development of an attitude scale related to science for Papua New Guinea. Secondary school students and villagers with relatively little education were involved in the development of the scale. (RH)

Describes analysis of data obtained from junior science classes studying the Australian Science Education Project in Tasmania (Australia) in 1973. Test scores were obtained on the TOES and the TOUS. Results of the analysis are reported and interpreted. (RH)

Describes the use of written and practical tests to evaluate achievement of some objectives of the Australian Science Education Project (ASEP). Achievement varied on the two tests. It is argued that good curriculum evaluation needs both types of assessment to accurately reflect student learning. (RH)