Provides an overview of the evaluation studies conducted on the Australian Science Education Project (ASEP). Six evaluation foci are used: (1) Curriculum development process; (2) Philosophy; (3) Materials; (4) Learning Environment; (5) Student Outcomes and; (6) Dissemination. (HM)

Examines the use and awareness of 20 population education materials among two national samples of education teachers. Concludes that these materials are finding little use in U.S. secondary school classrooms. (GA)

Describes a study designed to find out if there is a correlation between a student's CLOZE score and performance in a biology course. (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)

Evaluates the effectiveness of two dissimilar programs, SAPA and the First Talking Alphabet (FTA), upon the acquisition of reading readiness skills of kindergarten pupils. Compares the effects of four different programs (SAPA, FTA, an informal language development program, and a control) on the reading readiness of kindergarten pupils. (GA)

Investigates the effects of high school chemistry experiences on the use of Piaget's operative structures. Reports that students who took chemistry scored higher than those who did not on a test of Piaget's operative comprehension. (GA)

Determines the relationships among Piaget's construct of operative comprehension, self-concept, and science achievement, and reports a positive correlation between them. (GA)

Investigates the relationships between levels of cognitive complexity and three levels (graphic, formal, and inferred) of modeling complexity in community college students. (GA)

Describes a portion of a chemistry-oriented science course, the toxicology of the metal thallium, in the context of literature and related sources. (GA)

Investigates the attitudes of high school students toward current environmental issues and their possible implications for the future. Examines the validity and reliability of an environmental attitude instrument. (GA)

Describes improvements and extensions made to a battery of the five attitude scales for science teaching to form a seven-scale Test of Science-Related Attitudes (TOSRA). (GA)

A follow-up study, completed four years following the curriculum awareness conferences on school administrators and key teachers, focuses upon the extent and success of actual implementation of the various programs of the original study. (GA)

Examines whether elementary school children's cognitive achievement in science process skills increases significantly because of teacher training in the Individualized Science (IS) materials. Investigates the effects of teacher training in the IS materials on teachers' attitudes and skill achievement. (GA)

Compares the Ausubelian approach and the traditional one to the content organization of an introductory course in electromagnetism. States the differences between these approaches in terms of the student's ability to apply, relate, and differentiate electromagnetic concepts. (GA)

Discusses the nature of the internal representation of cognitive structure, the methodological problems involved in mapping it, and the proposed kinds of "maps." Reviews research on the organization of scientific concepts in semantic memory. (GA)