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REPORTED ARE 15 SELECTED PAPERS ON VARIOUS TOPICS OF CURRENT INTEREST WHICH WERE PRESENTED AT THE VARIOUS REGIONAL CONFERENCES DURING 1966 AND 1967. THE VARIOUS CONFERENCES HAVE AS THEIR MAJOR CONCERNS (1) RECENT TRENDS IN GENERAL CHEMISTRY, (2) CHEMISTRY FOR GENERAL EDUCATION, (3) TEACHING UNDERGRADUATE ORGANIC LABORATORIES, (4) THE INTEGRATED LABORATORY, (5) THE GENERAL CHEMISTRY LABORATORY, (6) CONTEMPORARY DEVELOPMENT IN TEACHING GENERAL CHEMISTRY, AND (7) NEW APPROACHES TO LABORATORY INSTRUCTION. PAPERS ON THE FOLLOWING TOPICS ARE INCLUDED IN THIS PUBLICATION--(1) TEACHING CHEMICAL BONDING, (2) THE GENERAL CHEMISTRY COURSE, (3) INSTRUCTIONAL TECHNIQUES, (4) INTRODUCTORY LABORATORY, (5) CORE CURRICULUM LABORATORY PROGRAMS, (6) THE GENERAL CHEMISTRY LABORATORY, (7) THE INTEGRATED LABORATORY, (8) STRUCTURED CHEMICAL EXPERIENCES, (9) DEMONSTRATION EXPERIMENTS, (10) COMPUTER SIMULATION OF LABORATORY INSTRUCTION, (11) ANALYTICAL INTRODUCTION TO ORGANIC CHEMISTRY, (12) LABORATORY SAFETY, (13) TEACHING NON-SCIENCE MAJORS, AND (14) CHEMISTRY FOR TWO-YEAR COLLEGES. (DH)

The CHEM Study literature reviewed consists of (1) the "subjective" literature, as evidenced by project newsletters, position papers, and open sources and (2) the "objective" literature, which consists of research studies related to CHEM Study. The "subjective" literature provides many suggestions regarding the use of the CHEM Study materials, the kinds of learning outcomes to be expected, and the differences in instructional procedures between conventional chemistry teaching and CHEM Study teaching. The reviewer points out the lack of research into some of these aspects. Instead, most research has been directed at (1) comparing student outcomes from the CHEM Study course and those from some other chemistry course, (2) investigating cognitive processes of students in CHEM Study classes, and (3) investigating the effect of CHEM Study content on students without using a pre-post test design. The areas which the reviewer suggests need research include that of determining (1) how the CHEM Study materials may best enhance student outcomes, (2) how closely the objectives of the course are actually achieved in the classroom, (3) which students, and teachers are best suited to the CHEM Study program. An extensive bibliography of CHEM Study references is included. (LC)

A PAPER PRESENTED TO THE SECTION ON EDUCATION (Q) OF THE 1967 AMERICAN ASSOCIATION OF SCIENCE ANNUAL CONVENTION, THIS DOCUMENT DISCUSSES THE ACTIVITIES OF THE DIVISION OF SCIENCE TEACHING (DST) OF UNESCO. INCLUDED ARE DISCUSSIONS OF (1) THE OVERALL PROGRAM BUDGET, (2) AN HISTORICAL PERSPECTIVE OF THE DEVELOPMENT OF DST AND ITS RELATIONSHIP TO THE EDUCATION SECTOR OF UNESCO, AND (3) A DESCRIPTION OF THE PRESENT OVERALL PROGRAM AND PROJECTIONS FOR THE FUTURE. THE PRESENT PROGRAM IS DESCRIBED UNDER ITS FOUR MAIN PARTS (1) COLLECTION AND EXCHANGE OF INFORMATION, (2) PILOT PROJECTS ON NEW APPROACHES AND MATERIALS FOR THE TEACHING OF BASIC SCIENCES, (3) OTHER ACTIVITIES TO IMPROVE THE TEACHING OF THE BASIC SCIENCES AT UNIVERSITY AND POST-GRADUATE LEVELS, AND (4) STIMULATION OF INTEREST IN SCIENCE. SPECIFIC PROJECTS AND PROGRAMS BEING CARRIED OUT UNDER EACH OF THE FOUR MAIN PARTS ARE DISCUSSED AND THE PRIMARY GEOGRAPHIC AREAS AFFECTED ARE INDICATED. A BIBLIOGRAPHY FOR THE PROVISION OF MORE DETAILED INFORMATION IS INCLUDED. (DS)

The "Television Polytechnic" program of 1966 - 1970 was a joint effort of the Polish Ministry of Higher Education and Polish Television to provide televised education for working students. The subjects taught were those normally included in the first two years of the higher technical schools--math, physics, geometry, chemistry, mechanics of materials, and electrotechnics. Each semester lectures were given by professors from the higher technical schools, and students were provided with texts and access to consultation centers. Assessment indicated that television lectures were helpful to regular students as a complement to their classroom experiences and were a useful means of providing basic instruction to those not enrolled in a higher school. Preparatory and first year television courses will remain as permanent elements in the Polish educational system and the recent implementation of a second channel will lead to an expansion of programs, including many aimed at post-graduate audiences. (PB)