Describes a laboratory method of determining the formula for metal oxide, provides brief descriptions of two new courses at Kansas State Teachers College, and reports on meetings identifying critical needs in science education. (AL)

Elementary education majors assigned reading supplementary to the physical science course text did not differ in achievement from comparable students assigned only the course text. (AL)

Discusses effective ways to improve teaching and focuses on self awareness, peer videotaping, and student feedback. Explains the practice cycle with five elements: set goal, practice, feedback, reflection, and adjustment. (YDS)

Discusses how to convert a socially irrelevant science course into a relevant one. Presents reasons for doing this and evidence that relevant science is pedagogically effective and popular. (SAH)