Reports a study using the perceptions of secondary school science teachers to determine those competencies that all secondary school teachers should possess. (SL)

Reports results of a study attempting to ascertain the effectiveness of 30 hours of environmental education instruction on teachers' attitude towards teaching environmental education at the elementary and middle school levels. (SL)

Presents an inventory instrument designed to facilitate conversation, communication, and assessment of programs and goals in secondary science teacher education. (SL)

Reports a study describing children's learning about controlling variables in an environment where student autonomy is maximized and teacher controlled instruction is minimized. (SL)

Describes a variety of systematic instructional procedures and examines some of the controversy surrounding their use. (Author/SL)

Reports major changes, trends, and dynamics in the development of science education in the Arab states. Emphasis is given to the activities of the Arab League Educational, Cultural, and Scientific Organization (ALESCO). (SL)

Describes modifications of the Learning Environment Inventory (LEI) instrument for measuring classroom climate to make it suitable for individualized junior high school classrooms. Reports validation data from a sample of seventh graders. (SL)

Reports on a study investigating changes in the relative emphasis given to different stated science aims during the period 1932-1974. (SL)

A historical analysis reveals that the journal has become increasingly the organ of college and university science educators, fewer women now contribute articles, and that Dewey's focus on reflective thinking and problem solving has continued to appeal to science educators. (CP)

Advocates the educational theories of David Ausubel as a basis on which to build science and mathematics curricula and instructional procedures. Offers interpretations of Piaget's conservation tasks in Ausubelian theory. (CP)

Utilizes a factor analyst technique on the scores of college freshmen responding to a form of Osgood's semantic differential instrument. A three-dimensional vectorial model is constructed to explain involvement in science. (CP)

This evaluation was designed to investigate the cognitive and affective responses of elementary school students to the interdisciplinary, process oriented curriculum Unified Science and Mathematics for Elementary Schools (USMES). Results of the study which involved 40 USMES and 40 control classes are provided. (Author/CP)

A factorial design which intersected process skill instruction with field experience was utilized. Significantly higher physics achievement scores and process skill competency were observed for the field-experience, process-supplemented physics course. (CP)

Subjects in an Introductory Physical Science (IPS) program who received a pretest of mathematical skills and were exposed to a mathematics overview were found to obtain significantly higher achievement scores on an IPA achievement test than those subjects not receiving the treatment. (CP)

Student self-pacing, competency standards, scope, theory base and state-imposed accountability legislation are discussed as problems facing competency-based teacher education. (CP)