The purpose of this study is to describe and evaluate selected characteristics of the National Science Foundation-sponsored science curricular programs developed in the United States for use at the secondary school level, and to determine some curricular and instructional implications for Kuwaiti secondary school science programs. The study is designed to include a description and an evaluation of selected characteristics of four NSF-sponsored science curricular programs, namely Biological Sciences Curriculum Study (BSCS), Chemical Education Materials Study (CHEM Study), Earth Science Curriculum Project (ESCP), and Harvard Project Physics (HPP) programs. The study also includes a description and evaluation of selected characteristics of all Kuwaiti secondary school science programs in biology, chemistry, geology (earth science), and physics. The characteristics of science programs of both countries are described and evaluated, individually and collectively, by using Zorn's Criteria. Based on the results obtained, certain implications for Kuwaiti secondary school science programs are drawn, both individually and collectively. Recommendations to be considered in future revision and improvement of Kuwaiti science programs are presented. The results of the study reveal that the NSF-sponsored science programs are superior to Kuwaiti science programs in a variety of characteristics, such as the emphasis on active student involvement in inquiry-oriented …

The purpose of this study is to develop a set of behavioral objectives for the Second Year Chemistry Course in Kuwait Secondary Schools. This set of behavioral objectives will help school teachers to choose their activities, teaching methods, questions, and evaluation procedures; it will be useful in the preparation and use of behavioral objectives in their other courses. As a conclusion, the Chemical Education Material Study (CHEMS) appears more beneficial than the traditional chemistry course by its effect on student achievement and the stimulation of the cognitive abilities such as application and analysis processes. The present Kuwaiti chemistry course appears more organized than previous courses and the movement is toward the modern approach. Use of behavioral objectives appears more effective than the use of general objectives (or no objectives) in the area of students' achievements and attitudes, in the area of course content, and organization of complex cognitive processes. Recommendations for improvement of the Kuwaiti chemistry course and for further studies on behavioral objectives are listed.