This feature article charts the efforts of the California Association of Professors of Educational Administration (CAPEA) to move from primarily a policy-driven organization that lacked a significant number of diverse members and perspectives to a values-driven organization committed to equity and cultural competency. This is a chronicle of the…

A battery of tests was administered to three groups of high school students who studied the Israel Biological Sciences Curriculum Study (BSCS) Adaptation Program for several years. Compared with non-BSCS students, the progress of the BSCS students in biological knowledge, inquiry skills, and understanding of science demonstrates the feasibility of…

Presents a test designed to assess the "Understanding of the Nature of Scientific Enquiry" (UNSE) of Israeli students who studied the BSCS curriculum. Test results showed a 60 percent mastery level in knowledge of experimental methodology, indicating that the students had not mastered the type of tasks in the test. (MLH)

Reported is an investigation to determine if the ability of student teachers to focus spontaneously on the noncontent aspects of unexpected situations could be increased by appropriate classroom experiences combined with visits to schools and subsequent analyses of the actual teaching situations. Results from post-tests supported the conclusion…

The present paper aims at a cross-validation of two theoretical constructs (the construct of cognitive preferences and the logical/associative model of a concept) that have been used as nonroutine measures of student assessment and curriculum evaluation. (BW)

Considered the development of Agro-Biology, designed to generate a scientific image of modern agriculture. (Author/RK)

Reports the results of a study conducted at the Israeli Science Teaching Center, Hebrew University of Jerusalem, which attempted to correlate the Teacher's Image'' with actual student achievement in science. (JR)

Describes the rationale, construction, administration, and analysis of an externally set examination for BSCS students at the end of the twelfth grade. Three areas covered in the examination were: functional information, identification and application of principles, and contributory mode understanding of the principles of biological enquiry.…

There are differences between experienced BSCS biology teachers and those beginning to use BSCS, with respect to the ranking of objectives in order of importance and in the estimation of the ease of achieving the objectives. There is a disparity between the teachers' priorities and their expectations of achieving the objectives. (AL)

Compares critical thinking ability of pupils in scientific situations and in real-life situations by administering multiple choice tests to Israeli ninth graders (N=344). Results confirm that students do not react similarly when confronted with equivalent situations presented in different contexts. (CS)

Presents excerpts from a teacher's manual which describes laboratory activities in genetics for advanced secondary school biology students. Maximized are the pedagogical aspects in choosing activities, arriving at intermediate decision-points, and planning the evaluation of pupil achievement. (CS)

Explores linking the teaching of science to everday situations, with the idea that science education is particularly suited for the development of critical thinking habits. Conclusions are made regarding the "prompting effect" of everyday topics in the ability of ninth-grade biology students to recognize logical fallacies. (CS)

Described are the use of two different tests designed to test for selected inquiry skills. Procedures, tests used, and results in several different countries are presented. Implications for classroom instruction are discussed. (CW)

The results of survey of secondary school biology students used to access misconceptions about cells are presented. A distinction between conceptions, misconceptions, and nonconceptions is drawn in terms of secondary school biology concepts. The resilience of misconceptions is discussed. (CW)

Describes a diagnostic evaluation to measure the idea of the living cell as the basic unit of life. Describes the classification of student knowledge as common knowledge, wide-spread lack of knowledge, inadequate alternatives, and contradictions. (YP)