Reports results of an inservice needs assessment on a random sample (N=929) of 4,965 Illinois science teachers in grades 6-12. Identifies 12 top inservice needs using the Moore Assessment Profile. Tables rank these needs and provide statistical analyses comparing chemistry teachers' (N=87) needs to all science teachers surveyed. (CS)

Data from 79 physics teachers are analyzed to determine: (1) what were the inservice needs identified by at least 65 percent of this group; and (2) if physics teachers' inservice needs differ from science teachers in general. The top 13 needs appeared consistent with recent efforts to make physics more humanistic. (MP)

Presents results from a secondary school science teacher needs assessment for the state of Illinois. The Moore Assessment Profile, developed specifically to identify the needs of secondary school science teachers, was used to survey a random sample of 4965 Illinois science teachers in grades 6-12. (CS)

Lists biology teachers' top 11 inservice needs, as revealed from a survey of Illinois science teachers (N=403). Compares needs of biology teachers (N=93) with those of science teachers in general. (CS)

Concepts, categories, time allotment, and instructional techniques associated with teaching Science/Technology/Society issues were examined for 65 exemplary secondary level science teachers. An analysis of a Science Teaching Issue Opinionnaire and another questionnaire are presented. Thirty-two references are listed. (CW)

A learning cycle lesson consists of three phases: concept exploration, concept introduction, and concept application. Describes the application of the learning cycle model to the design of inservice and preservice teacher education curriculum. (MDH)

The Nature of Scientific Knowledge Scale (NSKS) is a 48 item, Likert-type instrument designed to assess high school students' understanding of the nature of scientific knowledge. This attitude scale is based on a six-factor model adapted from the factor-explication format used by Victor Showalter. Scientific knowledge is characterized as: (1)…

The study investigated the extent of process skill achievement among a sample of recent Malaysian high school graduates, and the relationship of these scores to science scores. Among the conclusions is that the science tests placed little emphasis on the assessment of process skills. (MNS)

Reports a study to determine the degree to which junior high school students (N=102) adhere to myth and fable, and what differences exist in the degree of adherence among subgroups established by sex and grade level. Findings indicated no adherence to either myth or fable. (DS)

Discusses students' awareness of science/technology/society (STS) issues, the importance students assign to STS issues, and students' achievement in a genetics unit after infusing STS vignettes into class discussions. Recommendations are made on the use of STS vignettes by science teachers. (KR)

The primary purpose of this study was to investigate the effectiveness of two different types of post-instruction concept interviews: one that did and one that did not embed a concept mapping process as means of eliciting students' post-instruction conceptual understandings about the nature of, source of, and problems caused by chlorofluorocarbons…

This study was part of a project to develop science and technology (STS) issue investigation and action materials with the potential for use across science and social studies classes at the secondary level. Special emphasis was given to learning teachers' perspectives on the development of a unit on the impact of pesticides on society. Seven areas…

Using examples this article tries to dispel a common misconception that theories "mature" into laws by constant testing and confirmation. (GA)

Discusses the development, field testing, and validation of an instrument designed to assess secondary school students' understanding of the nature of scientific knowledge. (GA)

Illinois principals (N=228) were surveyed to determine the qualities they examine when hiring mathematics and science teachers. Content area knowledge, area of certification, and personality characteristics were of higher priority than sponsoring extracurricular activities, references, and minor areas of certification. (DH)