Employing the same strategy that served to encompass the cognitive domain within two dimensions, this paper presents a synoptic structure for the affective domain in relation to science education. Student affective behaviors and the phenomena that constitute the focus of these affective behaviors in science education are detailed. (BT)

This study attempts to validate empirically a theoretically derived "view of science" construct. A methodology for validating instruments employed in science education research is demonstrated. Empirical support to the conceptual linkage between instrumentalism or realism and the intellectual variables, dogmatism and authoritarianism, is provided.…

A two week, 3,000 mile, geology field trip for secondary school earth science students through New England is discussed. Student expenses, preparation details, accommodations, meals, transportation, course credit, and fieldwork are considered. A detailed trip itinerary is included. (BT)

Factors related to the success of implementing elementary school science program changes are discussed. Decisions must be based on continuing teacher needs assessments, strengths and weaknesses of the maintenance system, community awareness, and observations of consequent student behavior. (BT)

This study attempted to determine activities involving the science supervisor during a typical, professional work week. Findings indicate the five activities most likely to occur are: consulting with teachers, teaching of pupils, curriculum activities, activities related to supplies/equipment, and evaluation of teachers. (BT)

The authors, while developing instruments to assess a person's "environmental orientations," observed the emergence of several general approaches to environmental problem solving. This research report describes those findings. (BT)

The effect of advanced organizers on the meaningful learning of carefully sequenced materials in the biology classes of a rural high school was investigated. A significant difference was found in favor of the advanced-organizer group as measured by a summative achievement test. (BT)

The research, learning theory, and educational practices related to mathemagenic behavior are examined. The application of mathemagenic research and theory to science instruction is detailed. Instructional materials and methods useful in integrating mathemagenic research with instruction in science are outlined. (BT)

This study developed and validated an inventory to measure students' attitudes toward and interest in laboratory work in high school chemistry. Factor analysis provided some evidence that interest in and attitude towards laboratory work in high school chemistry is not unidimensional, as it has been assumed to be. (BT)

The position that field organizing paradigms need not be agreed upon by science education researchers to provide meaningful research is defended. Research needs identified by the author include: constructing adequate operational definitions; making raw data available; cross standardization of measuring instruments; and encouraging PhD candidates…

The basic issue of competency-based teacher education (CBTE) is presented. Characteristics of the groups (new occult and old ostrich) representing the two extreme positions are identified. The magnitude of the CBTE movement at the national, state, and institutional level is assessed. States possessing competency-based certification requirements…

This study utilized the instructional methods of discovery teaching and expository presentation to investigate the concept development of students in a remedial college chemistry class. Results indicate that the two sets of instructional materials did not lead to the same understanding of the concept. (BT)

Traces the history of the journal "Science Education" from its beginning in 1916, including changes in its purpose, policy, and philosophy. (MLH)

Discusses a Japanese secondary school curriculum that emphasizes two themes: light and substances, and the earth and living things. Examines the way several specific topics are taught, and presents an overall course outline including approximate hours spent on each topic. (MLH)

Describes results of a follow-up questionnaire study of 300 students who participated in the National Science Foundation Science Honors Program during 1959-1961. Showed that all of the students attended college; 80 percent attended graduate school. Also gives data on college and graduate school majors, awards, and publications. (MLH)