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These three questionnaires were developed to assess the attitudes of British secondary students toward scientific subjects as taught in their schools. Each questionnaire contains 33 Likert scale items with five choices ranging from "strongly agree" to "strongly disagree." The subjects of the inventories are: (1) physics, (2) chemistry, and (3) biology. Each test is divided into two parts, the first dealing with the role of the science in the student's life and the second concerning learning activities. Items in the three tests are identical except for reference to a particular science. (SD)

BIBLIOGRAPHIC INFORMATION PERTAINING TO CURRENT BOOKS AND RECENTLY PREPARED COURSES OF STUDY FOR SCIENCE IN GRADES 7 THROUGH 12 COMPOSE THE TWO DIVISIONS OF THE VOLUME. APPROXIMATELY 120 COURSES OF STUDY FOR JUNIOR AND SENIOR HIGH SCHOOL SCIENCE ARE LISTED. ALL HAVE BEEN PREPARED SINCE 1960, AND ALL ARE AVAILABLE FROM STATE OR LOCAL SCHOOL UNITS IN THE UNITED STATES. EACH ENTRY INCLUDES THE TITLE, COST, SOURCE OF COPIES, AND THE GRADE LEVEL OR ACADEMIC SUBJECT FOR WHICH IT WAS PREPARED. INFORMATION INCLUDED WAS SOLICITED FROM MEMBERS OF THE NATIONAL SCIENCE SUPERVISORS ASSOCIATION, ALL STATE DEPARTMENTS OF EDUCATION, AND SCHOOL SYSTEMS. THE TEXTBOOK SEGMENT OF THIS PUBLICATION INCLUDES MATERIAL FOR GENERAL SCIENCE AND COMPUTER SCIENCE, EARTH SCIENCE, BIOLOGY, CHEMISTRY, PHYSICAL SCIENCE, AND PHYSICS. IN ADDITION, THERE IS A LISTING OF PROGRAM MATERIALS, SCIENCE EXPERIMENTS, AND TEACHER REFERENCES. THIS DOCUMENT IS ALSO AVAILABLE FROM THE PUBLICATION SALES SECTION, NEA, 1201 SIXTEENTH ST. N.W., WASHINGTON, D.C. 20036, FOR $1.00. THE STOCK NUMBER IS 471-14296. (RS)

A DISCUSSION OF THE GENERAL PHILOSOPHY AND PRINCIPLES OF SCIENCE EDUCATION WITH PARTICULAR REFERENCE TO LABORATORY WORK AND SUGGESTIONS FOR THE IMPROVEMENT OF SCIENCE TEACHING ARE PRESENTED. THE DISCUSSION OF GENERAL PRINCIPLES INCLUDES SUCH TOPICS AS (1) THE PURPOSE OF THE LABORATORY IN SCIENCE TEACHING, (2) THE NATURE OF THE CURRENT SCIENTIFIC ENDEAVOR, (3) LEARNING THEORY AND ITS IMPLICATIONS FOR LABORATORY STUDY, (4) STUDENT TRAITS, (5) THE PREPARATION OF TEACHERS, (6) THE PHYSICAL PLANT AND FACILITIES, AND (7) RECENT EXPERIMENTAL APPROACHES TO THE SECONDARY SCHOOL SCIENCE CURRICULUM. SUGGESTIONS RELATED TO THE TEACHING OF SCIENCE ARE OFFERED FOR THE SAME TOPICS. APPENDIXES IN THIS WORK INCLUDE COURSE TOPICS AND ANNOTATED FILM LISTS FOR PSSC PHYSICS, BSCS BIOLOGY, CBA CHEMISTRY, AND CHEMS CHEMISTRY. A LIST OF GENERAL REFERENCES IS ALSO INCLUDED. (RS)

INFORMATION WAS COLLECTED BY QUESTIONNAIRE FROM SUPERVISORS AND SCIENCE TEACHERS IN 51 SCHOOLS THROUGHOUT IOWA TO DETERMINE THE STATUS OF SCIENCE PROGRAMS IN IOWA SENIOR HIGH SCHOOLS. EQUAL NUMBERS OF SMALL-, MEDIUM-, AND LARGE-SIZED SCHOOLS WERE SELECTED. DATA COLLECTED AND ANALYZED INCLUDED (1) THE AVAILABILITY OF EQUIPMENT, SUPPLIES, BOOKS, AND VISUAL AIDS, (2) CURRICULUM DEVELOPMENT ACTIVITIES, (3) PRESENCE OF SCIENCE CONSULTANTS AND INSERVICE TRAINING PROGRAMS, (4) CLASSROOM TEACHING PRACTICES IN USE, (5) TEACHER QUALIFICATIONS, (6) COURSES OFFERED, AND (7) INDIVIDUAL COURSE CONTENT. SIMILAR REPORTS HAVE BEEN RELEASED ON THE STATUS OF SCIENCE IN THE ELEMENTARY SCHOOLS AND IN THE JUNIOR HIGH SCHOOLS OF IOWA. (RS)

THE TEXT OF SPEECHES AND DISCUSSION GROUP REPORTS FROM THREE CONFERENCES CONCERNED WITH COLLEGE SCIENCE PROGRAMS ARE INCLUDED IN THIS PUBLICATION. THE SPEECHES ARE DIRECTED TO SUCH TOPICS AS (1) THE UNITY OF SCIENCE, (2) CHANGES IN SCIENCE EDUCATION, (3) SCIENCE AS A PART OF GENERAL EDUCATION, AND (4) THE RELATIONSHIP OF THE SCIENTIFIC ENDEAVOR TO MANKIND. REPORTS AND SHORT ADDRESSES FROM DISCUSSION GROUPS INCLUDE (1) SCIENCE IN GENERAL EDUCATION, (2) SCIENCE FOR ELEMENTARY TEACHERS, AND (3) PREPARATION OF COLLEGE MAJORS IN THE SCIENCES. (RS)

The science curriculum for the Fort Benton school system was developed with funds under Title III of the Elementary and Secondary Education Act to give students the background of a modern and forward-looking program in science taught in an imaginative, investigative, and inquiry-oriented fashion. The science curriculum guide outlines a planned scope and sequence for grades K-12 with material divided into conceptual topics that are arranged by appropriate learning level. The sequence consists of general science, life science, physical science, earth science, biology, chemistry, physics, and advanced biology. Ten basic goals are presented relating to the student's ability to utilize observational techniques, develop classification schemes, communicate using scientific technology, and understand and apply scientific concepts. Goals and resource materials for each grade level are specified. (JH)

The purpose of this Guide is to help those receiving data and data products from the National Oceanographic Data Center (NODC) to make better use of the material obtained. In addition, it should help data requesters to intelligently formulate inquiries based on a knowledge of the capabilities (and limitations) of the data base. Chapter I of the Guide is the introduction; Chapter II contains the general procedure for handling data requests; Chapter III describes the physical-chemical data processing; Chapter IV the BT data processing systems--digital; Chapter V the geology core, grab, and dredge information system; Chapter VI the biological information systems; and Chapter VII discusses future plans for NODC. A short glossary of terms is also included. (Author/NH)

The 83 papers presented at the 1972 Conference on Computers in Undergraduate Curricula are reproduced in this volume. With computer science specifically excluded as an area of interest for the conference, papers fall under the following headings: biology, business, chemistry, economics, education, engineering, geography, languages and art, mathematics, physics, social sciences, statistics, and a general section on faculty training, software exchange, and shoestring facilities. (RH)

The syllabi for the grade 11 biology, chemistry, physics and technician science courses taught in the Technical Schools of the Education Department of Victoria (Australia) each contain a listing of the topics to be taught, the scope and depth of treatment, suitable textbooks, possible demonstrations and laboratory work, and, in the case of the outline of the chemistry laboratory course, warnings about possible hazards. The syllabus for the grade 11 general science course is not included in the package, although background notes for the teacher using this syllabus are included. [Not available in hard copy due to marginal legibility of original document.] (AL)

Listed are the in-service institutes sponsored by the National Science Foundation for secondary school teachers during the 1972-73 academic year. The broad areas included in the institutes are biology, chemistry, engineering, environmental studies, earth sciences, physical science, social science, and mathematics. Also included are brief descriptions of seven comprehensive projects which represent integrated approaches to teacher education with both pre- and in-service components. Such institutes can be attended for full- and part-time study during the year and summer. (PS)

This bulletin of Scottish Schools Science Equipment Research Centre provides information about new scientific equipment for use in classrooms and laboratories. The sciences covered are biology, chemistry, and physics. The pieces of equipment can either be purchased from manufacturers or constructed in schools. All descriptions include advantages for the use of new equipment over other similar instruments. A detailed outline is included for constructing a hot air engine model in school workshops. (PS)

This folio of test items, contributed by a number of colleges and universities from their course, placement, entrance, or other institutional examinations, was compiled to aid teachers in constructing tests. Only those science courses offered in the first two years of college are represented by the scope of the items. The test items may also serve as models for those who are relatively inexperienced in item writing. A major consideration in using these items is that of relating them to the testing of various objectives. These questions and problems are arranged under some thirty subject matter headings in each of the two major subdivisions: Biological Science and Physical Science. The items are classified according to Bloom's taxonomy under the following major headings: Knowledge; Comprehension; Application; Analysis; Synthesis; and Evaluation. (AG)

The two student notebooks in this set provide the basic course outline and assignments for the second year of a four year senior high school unified science program. The two volumes contain these four units: Expansion of Ideas About the Nature of Matter, Characteristics of Living Matter, Mechanisms of Life Processes, and Patterns of Change. The major portion of the first unit is devoted to basic chemistry; and the unit on patterns of change involves lessons and activities in heredity, population dynamics, and evolution. The materials in the notebook for each of the sub-units include: a list of required and recommended readings from various other books; questions for consideration in introducing a lesson; a brief background reading; a basic outline of the lectures with space provided within the outline for notes; laboratory activities and investigations; laboratory problem reports and other kinds of assignments (discussion questions, completion questions, problems); and summary statements and review questions. Numerous diagrams and illustrations are included. (PR)

The two student notebooks in this set provide the basic outline and assignments for the fourth and last year of a senior high school unified science program which builds on the technical third year course, Science IIIA (see SE 012 149). An introductory section considers the problems of survival inherent in living systems, matter-energy interactions relating to living systems, life and the laws of thermodynamics, and homeostasis. The first unit, Matter-Energy Relationships of the Electron, focuses on interactions involving circular movement, translational movement, and movements between electric and magnetic fields. The second unit, Mechanisms for Matter-Energy Interactions in Living Organisms, considers those mechanisms associated with the capture, storage and utilization of energy and matter, transport, regulation and exchange of matter, and other functions in living organisms. The materials for each of the sub-units include: a list of required and recommended readings from various other books; questions for consideration in introducing a lesson; a brief background reading; a basic outline of the lectures with space provided within the outline for notes; laboratory activities and investigations; laboratory problem reports and other kinds of assignments (discussion questions, fill-ins, problems); and summary statements and review questions. Numerous diagrams and illustrations are included. (PR)

Computer programs which teach concepts and processes related to biology, earth science, and chemistry are presented. The seven biology problems deal with aspects of genetics, evolution and natural selection, gametogenesis, enzymes, photosynthesis, and the transport of material across a membrane. Four earth science problems concern climates, the formation of cumulus clouds, and water budgets. The 12 chemistry problems take up atomic weight, Avogadro's number, radioactive decay, half-life, equilibrium, mass defect, molarity, pH, percent composition, and mass and volume problems. For each lesson the objectives, necessary preliminary preparation, knowledge prerequisites, ways to use the problem, the computer program, and sample printouts are provided. All programs are written in the language BASIC, and the topics are suitable for the high school level. (JK)

The programs in these three booklets are designed to demonstrate how the computer can be applied to the problems of many disciplines. The problems and the corresponding computer programs are, for the most part, quite simple and are designed to be "jumping-off points" for students from the high school level up. Programs include one or more from each of the following areas: mathematics (calculating, algebra, geometry, plotting), statistics, physics, chemistry, biology, ecology, social studies, electricity and electronics, business, and games (slot machine or one-armed bandit). In addition to the computer program, the source, a description of the program, a discussion of the approach used in solving it, a sample printout, and the educational benefits are listed for each problem. The language BASIC is used for all programs. (Author/JK)

GRADES OR AGES: K-12. SUBJECT MATTER: Science. ORGANIZATION AND PHYSICAL APPEARANCE: The guide is divided into three sections, one each for elementary grades, middle grades, and high school. The first two sections are further subdivided by grade level and the last section is subdivided by course. Sections are laid out in four columns across two pages. Column headings are concepts, teaching methods and learning activities, resources, and evaluation. The guide is mimeographed and loose-leaf bound with a soft cover. OBJECTIVES AND ACTIVITIES: General objectives are outlined in an introductory section. Suggested activities are correlated with specific scientific concepts and specific objectives. Activities include reading, laboratory experiments, lectures by outside experts, field trips, and independent projects. INSTRUCTIONAL MATERIALS: Materials needed for an activity are listed with the activity description. The lists include both print and audiovisual materials. Textbooks used in the middle grades are listed at the beginning of the section. STUDENT ASSESSMENT: Suggestions for evaluation accompany each group of activities correlated with a concept--usually teacher observation in the lower grades and teacher-developed and textbook quizzes and exams in the upper grades. (RT)