Reports the results of a study which compared the science achievement of North Carolina students in grades four through eight with that of a national sample. North Carolina students averaged five percent less than the national norm, although their ability (measured by the Lorge-Thorndike IQ test) was equivalent. (JR)

Examines a number of factors that should be of importance in science teacher preparation and presents a model for designing a program for future elementary school science teachers. (JR)

Reports the results of a study designed to investigate the status of the attitude of preservice elementary teachers toward science as measured by a Likert-type attitude scale. (JR)

Reports inconclusive results from a study designed to determine if there was a significant difference between student performance in a university physical science course for pre-nurses and their high school science and mathematics background. (JR)

Examines some alternative approaches to teaching science in the elementary school, and in particular compares the attributes of instructional approaches to those of experimental approaches. (JR)

Discusses the nature of science and technology and provides a number of examples to illustrate the impact that science and politics have had on each other. Advocates the need for the development of courses which integrate science, politics, and social change. (JR)

Criticizes the DPPC Method (Direct, Pure, Piecemeal, and Complete) of mathematics instruction which is designed to enable the lower ninety percent to become proficient in problem solving. Suggests that this method is deceptive since students learn to follow a prescribed recipe rather than becoming problem solvers. (JR)

Describes the development of an experimental Likert-type rating scale for use in monitoring student attitudes toward seventh and eighth grade science. A sample of the opinionnaire and the results from two administations of this instrument are included. (JR)

Reviews the research studies related to astronomy education at the elementary, secondary, and college levels, and makes recommendations for continued research in this area. (JR)

Describes a two year trial course in curriculum and instruction of science and mathematics at California State College at Bakersfield. The course attempts to unify the two disciplines for the prospective elementary school teacher in terms of theory of learning and strategies of instruction. (JR)

Describes a number of ways in which the adoption of the metric system in the United States will increase the effectiveness of mathematics teaching. It provides a concrete model for many concepts commonly taught in grades K-12, and thus provides a means by which confusion can be alleviated. (JR)

Describes and explains an instrument (SATIC) developed at Florida State University which allows teachers to make an objective self-evaluation regarding verbal behavior. The instrument is designed to measure the type and amount of verbal behavior exhibited by a teacher during a lesson. (JR)

Outlines the structure of the CRIMEL project in mathematics at the Ohio State University. Describes the testing program which gives students the opportunity to retake examinations if they believe that they can improve on their initial performance. (JR)