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adds the component of affordable, local access to information via data banks and communications networks, access that can aid student learning and personal productivity. The trick for campuses in coming years, then, will be to integrate computing into the curriculum in ways that recognize all three dimensions and their interdependence, especially when it comes to the support of instruction and student learning.

The purpose of this investigation was to evaluate the effects of presenting a well structured time-telling program to children at the K-3 level. Twenty classes in two schools (two experimental and three control groups for each grade) participated in the study. Experimental group teachers were selected on three effectiveness criteria, and pretest, posttest, and retention test measures were therefore analyzed using descriptive statistics. The instruction, which lasted ten days and had as its terminal objective telling time to the nearest minute, was found to produce "educationally significant" differences only at the grade one level. No anxiety increases were detected as a result of using the program. In an appended paper, "Curriculum Decision: Learning Time Concepts and Skills," the author relates this instructional achievement to Piaget's car velocity experiments. Curriculum implications are discussed. (The paper is based on the author's doctoral dissertation.) (MM)

This paper consists of three articles: (1) "Chinese Mathematics Revision in Accordance with the Teachings of Mao Tse-tung," which shows that Chinese teachers are making concerted efforts to improve both their teaching and curriculum; (2) "Training of Mathematics Teachers in the People's Republic of China," which describes the training provided for a mathematics teacher at the Shanghai Pedagogical University up to 1966; and (3) "The Chinese Mathematical Olympiads: A Case Study," which covers the period 1956-1964 and includes sample paper sets. (MM)

This paper presents a conceptual model for the purpose of specifying major educational components and their relationship. The initial stage of building this theoretical framework for education includes the clarification of three terms: curriculum, instruction, and learning outcomes. The next section deals with constructs embodied by each of the above components, the nature of constructs, general types of validation, and the importance of one of these types, namely, construct validity. Construct validity is explicated in the context of one educational component: the achieved learning outcomes. Suggestions are given for the investigation of construct validity for other educational components. The need for clarification of educational components for the purpose of theory building in curriculum and instruction is stressed. Once clarified, empirical research can lead to a theoretical framework identifying the relationships between various constructs embodied by each of the components. A 43-item bibliography is included. (Author/MJM)

This paper outlines the rationale of the Fundamentals Underlying Number (F. U. N.) program, and describes Unit I, which is primarily intended for nursery and kindergarten children. This unit develops concepts for sets, numbers, and relations. Each major concept is broken into finely sequenced levels, and at each level instruction is through two basic games: "Find It" (the child identifies an example of the concept) and "Make It" (the child constructs an example of the concept). Procedures for playing these games, the special materials used, the concepts covered, and the spiraling of the sequence are all illustrated in this paper. (MM)

This paper summarizes the issues underlying the Amish conflicts with public school consolidation and the enforcement of extended compulsory school-age limits. It calls attention to a long-standing strategy for community control of schools contributing to the maintenance of a culturally divergent minority group tradition. None of the traditional arguments in favor of school consolidation are acceptable. Amish society is localized, formal, and familistic. They are opposed to separating school from life. The Amish struggle to retain the school on a human rather than an organizational scale has centered around four main issues: (1) the location of the school; the Amish insist that their children attend schools located close to their homes, so that children can help with farm work and aspire to become farmers; (2) the training and qualifications of the teacher; in order to teach their way of life, the Amish want to have teachers qualified by their commitment to Amish values; (3) the number of years of schooling; the Amish want education in the basic skills of reading, writing, and arithmetic; and, (4) the content of education; the Amish basically object to having their children trained for a way of life that is contrary to their religion. The Amish have, thus, been able through community discipline and support and protection of their children to maintain cultural continuity and integrity, to remain a discrete minority, steadfast to their own vision of the good life. (Author/RJ)

This paper is concerned with developing a mathematics curriculum for the fifth grade which uses a program of varied difficulty of instruction based on "A Systems Approach to Improving Mathematics Instruction" (SAM), a program developed in the Pittsburgh area. The first portion of the paper is a general discussion of facets involved in curriculum construction. The remainder of the paper details the specific objectives, the selecting and sequencing of content, and the instructional organization of a fifth grade mathematics course. Sample materials are included: a "Curriculum Suggested Pace" which lists the basic levels of instruction as well as suggested enrichment topics for each level; behavioral objectives for each basic level; and the complete lesson plans along with teacher-constructed materials for two of the topics covered in the curriculum (fractions and negative numbers). (DT)

This compilation summarizes the papers presented by a number of Australian educators at a conference that produced guidelines for the planning of the Australian Science Education Project. A full set of the original papers is available as ED 040 863. The topics considered in the papers summarized are: the general objectives of the project; the kinds of desirable learning outcomes; the type of instructional materials to be provided, including questions of sequencing and flexibility; the use to be made of previously published materials; problems of integration of the materials into the curricular programs of the several Australian states; and suggestions for evaluation, teacher education, and educational research. An evaluation of the conference is appended, together with a list of the participants. (AL)

This compilation of 64 papers on innovative programs in mathematics teacher education describes a great variety of current activity, including the use of individualized instruction, flexible grouping, tutorial programs, laboratory methods, new evaluation schemes, micro-teaching, computer assisted instruction, simulation, and field-oriented programs. Two-thirds of the programs concern elementary school teacher education, and are grouped according to emphasis as follows: content, content and methods integration, methodoloty, methodology and field experience integration, and field experiences. The papers on secondary teacher education are grouped under methodology and field experience emphases. (MM)

The eleven papers presented at the 1970 meeting of the Australian Science Education Research Association are arranged in five sections. The first two sections, "Countenance of Science Education Research" and "Cognitive Style," contain one paper each; the first, a review of research trends and the second, an experimental report. "Sequencing and Inquiry/Discovery Studies" contains three papers; one reporting the effects of varying amounts of guidance given students learning graphical skills, one comparing the effects of guided discovery and other methods of instruction in an elementary school science unit, and the third reporting correlations between components of inquiry methods and U.S. biology students' perceptions of instructional outcomes. Two studies using interaction analysis techniques, one in in-service teacher education and the other comparing the characteristics of students who exhibited different amounts of interaction with the teacher, are reported in "Micro-teaching and Interaction Studies." The final section, "Curriculum Evaluation," contains papers that report the plan for the formative evaluation of the Australian Science Education Project units, describe changes in content-free characteristics of students studying the different physics courses (e.g., cognitive preference, enjoyment of physics), outline problems of curriculum evaluation in developing countries, and assess a method of measuring scientific attitudes. (AL)

This paper proceeds from the assumption that (1) thinking about values is necessary and critical for people interested in curriculum; (2) curriculum designs are value-oriented statements; (3) in approaching curriculum thinking from an interest in values, it is important to identify clearly the unit of interest and its relationship to other units of interest; (4) the focus and use of values thinking will be different from one unit of interest to another; and (5) that attempts at a productive dialogue, when primary interests are in different units, lead to hostility and confusion rather than to understanding and clarity. From these assumptions, the author draws four implications: (1) it is important to clearly identify ones unit of interest before entering into dialogues concerning values in curriculum, because the unit of interest will determine the focus of values-thinking; (2) values-thinking at the conceptual, transactional, and transformational levels is referenced by the mode of thought at the preceding level; (3) practice affects theory building through the interaction of the generative mode of the transformational level with the theoretical level; and (4) the proper focus of study for understanding the valuing process is the interaction between the transactional and transformational levels. (Author)

This volume contains papers that should help both elementary and high school teachers bring literature into the school curriculum and provide literary experiences which should carry over into the future. The introductory group of papers is entitled "The Point of View." The first paper uses the classroom as its center of focus. The second enlarges the frame of reference to the United States and addresses the funding situation for educational materials. The last paper focuses on making world understanding a frame of reference for literature education. In the section of the book a number of papers are grouped under the general heading "Choosing the Books." This section discusses the oral tradition, Newbery Award books, children's literature, sex-typed material, and adolescents and reading. The last section, "Using the Books," includes four papers directed at helping teachers to understand what general considerations should enter into their planning for the use of literature with children and what specific techniques may be employed to make book reading the kind of activity society would endorse. (WR)

This is the first of a set of four papers on the use of computers in mathematics education. It includes a discussion of the impact of the computer on society, types of computer systems and languages; instructional applications, administrative uses, libraries and data bases, the design of computer-oriented curricula, and cost effectiveness. For the other papers in this series, see SE 016 290 through SE 016 292. (Author/DT)

The major thesis of this paper is that it is necessary for those people concerned with rural education and small schools to accept 3 challenges--to take full advantage of available rural opportunities, to realize limitations of rural life, and to be aware of responsibilities not only to Rural America but also to an America where there are no divisions between rural and urban communities. Information on small schools was presented in the areas of finances, curriculum, provision of shared services, improvement of teacher quality and performance, improvement in the use of technology, and provision of guidance services in rural schools. It was concluded that some of the major advantages of small schools were the close ties which exist between the student and his home community and the opportunities which exist for more individualized instruction. (PS)

The papers, presented at the Sixth Curriculum Research Institute, represent an attempt to translate research findings in the behavioral sciences into educational practices with the hope of stimulating curriculum research and field study in school situations. Each of the papers included on this publication is directed toward examination of one of the three major forces that influence learning. This point of view recognizes that the physical organism, the society, and the psychological organization of a person are all determinants of learning. While the slow, orderly unfolding of the organism determines in large measure the timing of the learning tasks which an organism is capable of at any given moment, the social groups to which a person belongs and the accumulated meanings which together constitute a person's psychological organization are also major forces influencing the individual's learning and development. Each of the papers touches upon ways in which various factors influence the learning and motivation of students in the classroom; a teacher must be sensitive to these factors and make provision for them in designing appropriate learning experiences. References are included. (Author/SES)

The purpose of this paper is to describe 1.) the Death Education and Suicide Behavior course offered at the University of Maryland; 2.) the comments of the students both before and after the course as a means of determining any effect of the course; and 3.) some insights gained from teaching taboo topics such as human death and sexuality. The course syllabus includes the varied biological, psychoanalytic, and non-psychoanalytic theories of death; examination of the philosophical thought of the great eastern and western philosophers and religions; discussion of bereavement, mourning, and grief; exploration of suicidal behavior and the relationship between human sexuality and suicide; and study of the "socially-dead": the aged, ugly, handicapped, and other outcasts of society. The importance of small group discussions and individual counseling, in addition to the course lectures, is discussed, as well as the developmental stages which students enrolled in a death education class seem to evolve. Reactions of students to the course and initial reasons for wanting to take the course are also examined. References are included. (Author/SES)

The seventeen papers presented in this publication review various programs and issues in elementary school science. At least one paper is devoted to each of these programs: The United Kingdom program Science 5/13; The African Primary Science Program; The Tel Aviv Elementary Science Project; UNESCO Program in Junior Science Teaching; The Philippine School Science Program; and The Science Curriculum Improvement Study. Other papers are concerned with teacher training and retraining, evaluation, developing new teaching materials, using the teaching of mathematics as a general model for teaching science, Brazilian science education development, and psychological foundations of science education. (PR)

This paper presents arguments supporting major curriculum reforms in American colleges and universities. These reforms would create new options to the traditional patterns of education now being imposed on most students. The author suggests "that this reform should follow much more closely the American land grant college tradition than either the liberal arts tradition or the graduate research and scholarship tradition." The curriculum changes recommended by the Carnegie Commission are summarized and supported with certain modest extensions. It is not recommended that the traditional programs be abolished, but that no one program or combination of any two should be allowed to dominate the educational scene. Problem-oriented courses dealing with the physical, biological, and social environment should be given high priority. (PR)

In this seventh paper of the Research Review Series, commissioned by the Science and Mathematics Education Information Analysis Center in cooperation with the National Association for Research in Science Teaching, 189 studies in the ERIC SE collection which are concerned with secondary school science, published in 1968 or 1969, are cited and analyzed. Tables show the prime science discipline focus of the documents, the type of report analyzed, and the primary subject categories of the research. The research findings are summarized and illustrated by selected report which the reviewer considered effectively characterized the results; were clear, representative and generalizable; showed adequate methodology; or, occasionally, illustrated a particular point (good or bad). The summary is arranged under the following headings: Learning Theory and Processes; Teacher Characteristics; Teacher Education; Curriculum Development; International Education; Student Characteristics; Evaluation; Academic Achievement; Educational Programs; and Instructional Procedures. Some comments on the inadequacies of the research reviewed, and suggestions for overcoming these, are made. (AL)

The nine papers included in this volume were presented during the "Working Conference on Undergraduate Education in Environmental Studies" at Dartmouth College. The rationale and strategy for environmental studies at Dartmouth College are considered in part one. Details of the proposed programs at both Dartmouth College and Williams College are reviewed in the concluding section. The main body of the volume consists of four working papers, each designed to provide a specific in-depth analysis of a key issue related to environmental education: Bioeconomics--The Science of Survival: A Proposed Philosophy for the Program; Basic approaches to the Organization of a Curriculum; Environmental Centers in a Crowded Landscape: Policies and Pitfalls in Organizing a Program; and A Case Study of New England: Examples of Public and Private Support for Environmental Education. Two additional conference papers are included: Man and Nature on Collision Course; and Environmental Dialogue: The New Education. (PR)

These proceedings of a conference sponsored by the International Biological Programme committee of the Australian Academy of Science contain the six major papers presented to the conference. An overview of the perspectives and responsibilities resulting from environmental change is followed by an outline of a strategy for curriculum development and implementation in environmental education at elementary and secondary levels. Three other papers are concerned with biological education; one an analysis of curricula and textbooks used in Australian schools from the point of view of relevance to environmental issues; one an account of a biologically based environmental education course for non-biologists at university level; and one the discussion of teaching biology to infants. A paper on the responsibilities of the mass media for producing an groups on "Environmental Education in the Schools,""Environmental Education in the Community,""Environmental Education at the Tertiary Level" and "The Education of Environmental Scientists" conclude the report. A list of conference participants is appended. (AL)

The intent of this paper is to examine several dimensions of knowledge production and utilization in curriculum. Attention is given to what sorts of knowledge the field requires, the form it must take to be effectively utilized, and the processes by which the required knowledge is created and put into appropriate form. The paper draws upon work by Schwab and Broudy on the use of knowledge in educational practice. Reference is also made to the relationship between knowledge in curriculum and the larger field of zetetics. Discussion of the development of curriculum knowledge in technological form depends chiefly upon studies by Westbury and Oliver. Forms of inquiry in curriculum and the resultant knowledge pool are examined comprehensively. Finally, knowledge utilization concepts from Havelock and applied to linkage of curriculum knowledge and practice. (RT)

The present situation of biology teaching in Australian secondary schools is described in Part 1 of the proceedings of the 1970 conference on "Biological Education in Australian Secondary Schools." The six papers discuss the relationship of biology to other science and non-science subjects, enrollment trends, teacher qualifications, and assessment practices used in each state. Part 2 contains three papers which suggest some aims of biological education for Australian conditions, and a summary of the discussion of these proposed aims. Papers evaluating the Australian adaptation of the BSCS programs, the biology component of the New South Wales "Science" courses, the Queensland "Zoology" course, and the pilot course in "Human Biology" offered in Western Australia, are contained in Part 3. Three background review papers, on discussion as a teaching technique, on the value of laboratory work, and on research on "inquiry" teaching, are included, together with reports of working groups that discussed evaluation techniques, teaching techniques, and the appropriate content of future courses. The report concludes with a list of eight recommendations to the conference sponsors, the Australian Academy of Science. (AL)

This paper considers selected aspects of the systems analysis of administrative decisionmaking regarding resource allocations in an educational system. A model of the instructional materials purchase system is presented. The major components of this model are: environment, input, decision process, conversion structure, conversion process, output, and feedback. The results of applying this model to some findings of a study of resource allocation in a small urban school system are discussed. Some persons responsible for initiating purchase orders were sent questionnaires in order to collect data on (1) type of material purchased, (2) who makes the purchase decision, (3) factors influencing the decision, and (4) timing of the decision. The findings indicate that, given the constraints of budget, facilities, personnel, and time, the system is operating with a fair degree of efficiency in meeting the demands of the curriculum. (Appendix will not process in hard copy because of marginal legibility.) (Author/MLF)

The purpose of the conference was to define the role of the School Mathematics Study Group (SMSG) in the preparation of programs and materials for gifted students. The background papers presented at the beginning of the conference and the recommendations made at the conference are presented in this report. Topics covered in the papers include a history of studies attempting to define gifted people, summaries of studies concerned with acceleration and enrichment for gifted students, activities for gifted students, and the problems of organizing special programs for gifted students. The conference gave the highest priority to recommending that SMSG develop supplementary materials. More specific recommendations included writing units of topics for investigation and open-ended research problems for students, developing expository booklets and possible correspondence courses for the mathematically gifted, encouraging and organizing local and regional symposia, organizing NSF summer and inservice institutes for training teachers to work with gifted students, investigating means of identifying gifted students other than by IQ scores, and extending some of the above activities downward into the elementary school. (JP)

This conference explored ways to improve mathematics education for inner-city schools. Five position papers, together with summaries of the discussions of these papers by conference participants, are contained in this report. Topics range over types of pre- and in-service teacher training, laboratories and materials for the inner-city school, and relevant instruction as well as other pedagogical considerations. One report reviews many of the projects that have been instituted by various agencies or institutions which attempt to upgrade mathematics education in the inner-city schools. In the summary of the small-group discussions, a list is given of the recommended ways in which SMSG could contribute to the improvement of inner-city mathematics education. (JP)

The first part of this document contains reports of committee activities and discussions in six areas: cultural cooperation, higher education and research, general and technical education, out-of-school education, cultural development, and educational documentation and research. The second part of the document includes the full texts of papers presented at an educational research symposium on the theme of the education of the 16-19 age group. Five papers cover the areas of sociological aspects, psychological aspects, problems concerning curricula and examinations, problems and research in technical and vocational education, and economic aspects; a final paper gives an overview of the symposium and summarizes the conclusions reached. (DT)

This NSF-sponsored conference on the teaching of mathematics at the junior high level involved mathematics teachers and teachers of the natural and social sciences. Papers written for the conference form the bulk of this report. Summaries of the papers and general discussions are organized into shorter reports to give some guidelines which could be useful to any group wishing to create curricular materials for junior high school mathematics or simply to get some ideas for direct application to the classroom. The topics of the report were: what mathematics junior high students do and do not know; new emphases in content; mathematics in geography, social science and biology; teaching strategies and styles; mathematics and language; and teaching training. (JP)

The focus of this NSF-sponsored conference was on discussion of problems which exist in mathematics education at the middle school level; and to seek some consensus as to future action. Four position papers presented to the conferences, attention to computational skills, relevance in mathematics education to meet societal needs, development of students' mathematical maturity and the establishment of a definite philosophy of mathematics education for this segment of the curriculum are among the topics discussed in these papers. A summary of the ensuing discussions by participants in the conference is also included. (JP)

This paper discusses a college-level course on contemporary topics in science offered to non-science majors at the State University College of New York. The authors examine the objectives, methods, and various student groupings utilized in the course, investigate why it has been successful, and make recommendations for courses of this nature. The major course objectives are: (1) to take an inter-disciplinary problem-centered approach to teaching and learning, (2) to identify and solve the problem in a humanistic way, and (3) to have students discover and use scientific literature in order to foster scientific literacy and informed decision making. Considerable emphasis is placed upon the practical aspects involved in offering the course, such as selection of topics, preparation, ways of dealing with current topics that continue to evolve, utilization of resource persons, and motivation. An appendix provides two lists of suggested topics for discussion. The first list consists of 36 items edited from student proposals, and the second provides 25 teacher-developed discussion topics. (JR)

The purpose of the seminar was to explore the problems of programs in criminology and corrections in institutions of higher education. In "Issues for the Seminar" by John J. Galvin, the following are some of the proposals offered for consideration: (1) reaching of some practical agreement concerning categories and responsibility levels of work as related to curricula, (2) realistic assessment of what is possible in the area of employment standards, (3) interaction between universities and the service field, (4) liaison between the university department offering the corrections program and university departments offering related services, (5) massive financial support, and (6) avoidance of policies which would lock out individuals who formerly lacked opportunity to acquire credentials. Other papers include: (1) "Higher Education Programs in Criminology and Corrections" by Loren Karacki and John J. Galvin, (2) "Content of the Curriculum and Its Relevance for Correctional Programs" by Peter P. Lejins, (3) "Universities and the Field of Practice in Corrections" by Vernon B. Fox, and (4) "The Prestige of Corrections Curricula" by T. C. Esselstyn. Discussion from the floor relating to problems of concern to all correction and criminology programs is also reported. (JK)

The purpose of this paper is to suggest the introduction into advanced secondary school and elementary college programs of courses of study which will emphasize science as a method for the description, creation and understanding of all aspects of human experience. Such a course will involve an examination of each category in the method, along with a wealth of illustrations from all branches of science. It will stress the nature of scientific theorizing, the historical development of scientific concepts, the behavior patterns of scientists, the unity of science, the relations of science with technology and the state, and the influence of science on human thinking and activity, past and present. Such courses will demand changes in the methods of training science teachers for the secondary schools, as well as some modification in the outlook of college teachers. Courses of study as are suggested are aimed at helping young people gain a better understanding of the meaning of science and its role in our civilization. (BR)

Previous approaches to the learning problems of American Indian children are viewed as inadequate. An alternative is suggested which emphasizes the problem solution strategies which these children bring to the school situation. Solutions were analyzed in terms of: (1) their probability; (2) their efficiency at permitting a present problem to be solved; and (3) their usefulness as building blocks for future solutions. It is suggested that Indian children, like all children, have a range of problem solving skills, but that they do not meet these three criteria for the learning which is expected of them when they enter school. What happens to these children, confronted with such a situation, is described. The paper concludes that teachers of children whose solution strategies are inadequate for learning as it is currently structured must focus more on "how" they learn and less on "what" they learn. A balance must be established between changing their solution strategies and changing the schools to permit success for children with currently divergent strategies. (TL)

This paper (1) describes 4-year efforts of the Eastern Regional Institute for Education (ERIE) to promote use of various process-oriented curricula in over 50 New York State and Pennsylvania school districts; and (2) presents guidelines for curriculum installers based on documented successes and failures in participating schools. (Author/LLR)

The purpose of this paper is to develop the framework for a teaching methodology based on the concept of experience, especially as that concept has been defined by John Dewey. The discussion is divided into three parts and the first section provides a summation and analysis of behavioral objectives (the current methodology). It is stressed that behavioral objectives assume that ends should be separated from means and determined prior to the activity of learning and that it is the teacher, but never the student, who determines the ends. In the second section a comparison is made of results produced when ends are separated from, as opposed to conjoined with, means. The third section provides the outline for the new methodology. The key ingredient on a philosophical level is the distinction Dewey makes between ends in themselves and ends in view. The latter arise out of activity and act as hypotheses to direct but not control activity, while the former are determined before activity and thus provide the very limits for activity. On the educational level the key ingredient is that education be a process of the student determining his own goals and receiving the results of his own planning. (Author/RSM)

To seek resolution of problems in providing education for youth and adults oriented toward the world of work, the Massachusetts Advisory Council on Education (MACE) undertook a study of vocational-technical education as a major project. This publication contains the major papers and prepared reactions to these papers, which were presented at a 42-member conference, and constitutes the basis for a report announced as ED 029 107. Major papers were: (1) "Vocational and Technical Education--Its Meaning" by C.J. Schaefer, (2) "The Development of Vocational Education in America: An Historical Overview" by V.P. Lannie, (3) "A Behavioral View of Vocational-Technical Education" by J.W. Altman, (4) "Sociological Perspectives and Vocational-Technical Education" by M.B. Sussman, (5)"Decisions for Vocational Education: An Economist's View" by M.J. Bowman, (6) "Manpower Analysis and Vocational Education: Problems and Perspectives" by I. Berg, (7) "Vocation, Education, and Guidance" by R.C. Hummel, (8) "Vocational Education: Is It More Than Education for a Vocation?" by B. Shimberg, (9) "The Social Context, Poverty, and Vocational Education" by R.A. Gibboney, (10) "But Readjust We Must--Teacher Education" by E.L. Minelli and T.M. Benton, and a concluding statement by J.J. Kaufman. (DM)

This report (the fourth volume of the auxiliary series, "Schools for the 70's and Beyond") contains a 25-page synopsis of the conference, the texts of papers presented at the conference, and lists of participants. The papers, which take up the major portion of the document, are subsumed under three headings: 1) "Behaving and Believing," a paper by William F. O'Neill and the replies to it; 2) "Values and the Curriculum," a group of general session addresses; 3) "The Choices Before Us," speeches presented at a panel on curriculum reform. The speeches attempted to identify the values implicit in the educational systems of the three participating countries--England, Canada, and the United States, the process by which a human being acquires values, and the ways in which the school curriculum can be modified to include both implicit and explicit education in values. (Related documents in this series are ED 031 452, ED 037 405, ED 038 332, and SP 004 198.) (RT)

This paper describes the development of a self-instructional multi-media course in astronomy-space sciences for non-technical NASA personnel. The course consists of a variety of programed materials including slides, films, film-loops, filmstrips video-tapes and audio-tapes, on concepts of time, space, and matter in our solar system and galaxy. General objectives of the program, and the evaluation of the achievement of these objectives are discussed. Proposals for the development of three additional autoinstructional modules are presented. In addition, the author states his intention of using control and experimental groups to evaluate the success or failure of the program. (LC)

Described is a method by which a classroom teacher may apply the systems approach to the development of the instructional segments which he uses in his daily teaching activities. The author proposes a three-dimensional curriculum design model and discusses its main features. The basic points which characterize the application of the systems approach to educational problems are identified. A detailed discussion of the procedures used in the development of an instructional package entitled "Writing Chemical Formulas" is given. Major ideas in this paper are illustrated by several diagrams and a flow chart. The appendix contains (1) a list of the educational goals for Montgomery County Public Schools, (2) a list of objectives for an instructional package, and (3) the hierarchy of objectives for the "Writing Chemical Formulas" unit. Bibliography. (LC)

This book is a compilation of a series of papers designed to aid high school teachers in organizing a course in oceanography for high school students. It consists of twelve papers, with references, covering each of the following: (1) Introduction to Oceanography, (2) Geology of the Ocean, (3) The Continental Shelves, (4) Physical Properties of Sea Water, (5) Waves and Tides, (6) Oceanic Circulation, (7) Air-Sea Interaction, (8) Sea Ice, (9) Chemical Oceanography, (10) Marine Biology, (11) The Origin and Development of Life in the Sea, and (12) Aquaculture, Its Status and Potential. The topics suggested are intended to give a balanced coverage to the subject matter of oceanography and provide for a one semester course. It is suggested that the topics be presented with as much laboratory and field work as possible. This work was prepared under an ESEA Title III contract. (HB)