Details the four-year consensus-building process in the United States on what students should understand and be able to do in science after 13 years of schooling. The product of this process is a document known as the National Science Education Standards. (DDR)

Begins with a review of Canadian science education and the status of science standards development across Canada. Focuses on Ontario and a curriculum restructuring project taking place there. Contains 27 references. (DDR)

Provides a general description of the National Science Curriculum in Korea including its involvement in science textbook development. Discusses evaluation procedures for science programs and textbooks. Also contains information on curriculum policy and assumptions about learning. (DDR)

Discusses curriculum development in New Zealand from educational, social, political, and historical perspectives. Describes and critiques the development process. Contains 70 references. (DDR)

Presents the state of science education in Scotland beginning with a historical perspective, information about education, and a brief account of developments since the 1960s. Contains 33 references. (DDR)

Traces the evolution of science teachers' understandings of the complex process of judging standards of student achievement in Queensland high schools. Contrasts the Queensland system with other systems in Australia. Contains 37 references. (DDR)

Traces the evolution of national curriculum policy in Great Britain focusing on England and Wales. Provides three versions of the national curriculum for science and a framework for assessment and testing. Contains 83 references. (DDR)