Compares the performance of three groups of students on two instruments developed to measure an understanding of: (1) metric relationships and (2) metric applications. It is concluded that participants are able to perform paper-pencil computation with metric units without being able to apply them. (HM)

Presents a chronological history of selected objectives for teaching biology in the high school of the United States during the period of 1918-1972. Analyses show (1) knowledge; (2) process; and (3) attitude and interest as the most important categories of objectives for secondary school biology teaching. (HM)

Investigates the relationship between science interest and process achievement for seventh, eighth and ninth graders. Results reveal that: (1) science interests are significant predictors of process achievement for only ninth-graders; and (2) science interest scores decrease significantly from pre to posttest across grade levels. (HM)

Describes the Post-Degree/Master's Program offered at The Ohio State University to prepare individuals who already possess a bachelor's degree in science or in mathematics. The program enables student to obtain teaching certification or both certification and a master's degree in education. (HM)

Investigates the effectiveness of unit seven of the MINNEMAST program in kindergarten classrooms using a pretest-posttest design. Concludes that this unit, as well as other units of MINNEMAST, would be an applicable science program in kindergarten classrooms. (HM)

Compares two national studies: (1) the survey of science education for secondary schools conducted by the Education Research Information Center (ERIC) in 1970-1971; and (2) the survey conducted by the National Center for Education Statistics (NCES) in 1972-1973. (HM)

Investigates the effects of question classification training on the cognitive level and number of questions asked by preservice elementary teachers. Results show that training has a significant effect only on the cognitive level of questions asked. (HM)

Identifies using factor analysis areas of high priority which secondary school science teachers felt in need of help to improve their science teaching. Also investigated the relationship between perceived needs and three selected teacher variables: (1) science discipline; (2) experience; and (3) sex. (HM)

Investigates the effect of The Individualized Science (IS) program on sixth and eighth graders' perception of locus of control. Findings suggest that the structure of the environment can affect the perception of locus of control. (HM)

Investigates Inhelder and Piaget's claim that ages six to nine or ten represent a stage in children's learning of the concepts of all and some. (HM)

Examines a free choice program and ways seventh graders choose their own activities in five science categories: (1) Mechanical; (2) Physics; (3) Chemistry; (4) Biology, and (5) Combinational. Results suggest that the challenge format for the activities allows students to practice what they have learned and consolidate their knowledge. (HM)

Reports on an investigation designed to study the ability of 11 to 17 year old students to control variables when presented with science problem situations in three types of question formats (free response, multiple choice, screen question). (HM)

Investigates the development of the concept of heat by children aged four to nine. Analysis revealed 11 thought patterns classified into six categories underlying children's concept of heat. These categories are related to scientific knowledge of the physics of heat. (HM)

Reviews several schemes for organizing science laboratory objectives and activities and for analyzing several techniques designed to measure these laboratory outcomes. The need for further study and analysis of psychomotor behaviors in science education is emphasized. (HM)

Discusses the status and problems of physics education in the preuniversity schools (grades 7-12) in The Netherlands. (HM)