The interaction style of a pupil depends on his personality, motivational and cognitive traits, his location in the classroom and the similarity of his personality to that of the teacher.'' Combinations of personal traits and teacher attention can determine pupils' academic and social success. (Author/AL)

Six beginning science teachers describe some of their most difficult problems in their first or second year of teaching. (AL)

Short notes on a variety of science topics provide information derived from space sciences that can be used to add interest and up-to-date data to science lessons. Topics are arranged alphabetically from Alpha particles to X-rays, and include some from each of the physical, earth, and biological sciences. (AL)

Australian and foreign geological maps that illustrate specified geological features are listed, together with their availability, title, and a short description. Includes citations of detailed sheets for New Zealand, Britain, and North America, and of general sheets for Asia, USSR, Africa, and North America. (AL)

A series of short articles describe a method of combined developing/fixing for monochrome film, techniques for thin layer chromatography, experiments with lasers, and safety precautions to be used with lasers in school laboratories. (AL)

The content of introductory chemistry courses in the Australian universities is described from an analysis of notebooks provided by students who had taken the courses. Variations in content and treatment in physical, inorganic, and organic chemistry are described. (AL)

Presents the theoretical advantages of banks of test items from which tests with pre-determined characteristics can be constructed, with particular emphasis on the possibility of providing comparable achievement data concerning students from different schools without forcing all to take exactly the same test. Reviews some related literature. (AL)

Summary data from teacher and student responses to a checklist describing perceptions of what should (teacher) and does (student) go on in biology classrooms are presented without interpretation. Classes were studying biology in grades 11 and 12 of South Australian high schools. (AL)

Reports the results of a survey of students' science interests, preferences for instructional activities, preferences for science content areas, desired proportion of school time for science, and the relative dislike of school subjects. (AL)

Describes an interdisciplinary science program, for teachers' college students preparing to teach in elementary schools, that includes concurrent study of the sciences and methods of teaching. Students are expected to conduct an extended science research project. (AL)

Describes the advantages and disadvantages of concurrent teacher education science content courses, by discussing the details of the course offered at the University of Melbourne, Australia. (AL)

Describes the content of a one year post-degree program of science teacher education that utilizes flexible scheduling of required courses and integration of curriculum, methods, philosophical analysis, educational psychology and sociology. (AL)

Identifies a number of questions that need to be answered about science instruction, teacher education, curriculum planning, and specification of objectives; considers who has the responsibility for answering these questions; and concludes that the teacher has the final responsibility and should be allowed some freedom and flexibility. (AL)

Reviews the characteristics of end-on" and concurrent" teacher education programs for science teachers, reviews the characteristics of good" teacher education programs, and describes the main features of an English teacher education project that is about to be tested in Australia. (AL)

Summarizes the recommendations of the International Union of Pure and Applied Chemistry on inservice education for science teachers and summarizes the situation in Australia. (AL)