During 1974, materials developed by the Australian Science Education Projects (ASEP) became available in final published form. The publication of these materials was an especially important undertaking since ASEP was the first national curriculum project, in any subject area, to be developed in Australia. This report presents research into four aspects of ASEP evaluation. All studies were conducted at the seventh grade level and involved students in Victoria high schools. Questionnaires were used in the first study (chapter 2) to investigate teachers' understanding of ASEP philosophy and the impact of ASEP materials on their ideas about science teaching. In the second study (chapter 3), a battery of learning outcome measures were administered to ASEP/non-ASEP students at the beginning and end of the school year to examine the effectiveness of ASEP/non-ASEP materials in promoting learning changes. The impact of the learning environment as a focus for curriculum evaluation and research related to the learning environment in ASEP classrooms was investigated in the third study (chapter 4). The fourth study (chapter 5) made a comparison between classroom climate perceptions of ASEP/non-ASEP students and looked at the relationship between those perceptions and student learning. Objectives, methodology, results, and conclusions are provided for each of the studies. (Background information, origin/nature of ASEP, contemporary scene in science education, and first/second generation curriculum projects are discussed in the introductory section of the report. Appendixes present results of two 1974 surveys of science teachers' knowledge and use of ASEP, sample items from scales measuring learning outcomes, and examples of student activity charts.) (JN)