Compares principals' and teachers' perception of teaching conditions with the more positive views being possessed by principals. Information related to relative adequacy of conditions described by five scales, Effectiveness, Curriculum, Load, Facilities and Support is presented. (EB)

Reports an investigation concerning whether additional concrete experiences with objects will foster the logical development of blind children. The success of the Adapting Science Materials for the Blind (ASMB) units for various goals and various learner groups are discussed and tentative conclusions drawn. Significant gains were made. (EB)

Describes the units of a science program for educable mentally handicapped students developed by the Biological Sciences Curriculum Study Project and the role of the teacher during implementation of the program. (EB)

Describes the specialized techniques required for teaching science to deaf students. Emphasis is placed on the use of the program, Me Now, developed by the Biological Sciences Curriculum Study Group as a science course for use with young deaf children or verbally less able children. (EB)

Reports a study which reinforces the assumption that objectives enable learners to retain essential points and to organize complex cognitive processes needed for successful inquiry-oriented learning experiences. Results that knowledge of science processes (POST Scores) contributes more to achievement variance than the use of behavioral objectives.…

The authors employed the Raven Test of Logical Operations (RTLO) to assess development of cognitive structure for subjects of ages 8 to 19. Their conclusions support in part the development sequence described by Piaget. Lack of hierarchical order in some cognitive operations may indicate limitation of the instrument. (Author/EB)

Discusses ways to increase the effectiveness of field studies as an instructional method. Describes a study in which high school students who completed a geological field study scored higher on an earth science test than students who had not participated in the field study. (MLH)

Studied the effect of classroom verbal interactions between teachers and students on the development of skills important in process-oriented elementary science curricula. Both suburban and inner-city sixth-grade students increased their ability to infer when they were exposed to a probing, rather than a nonprobing, discussion strategy. (MLH)

Summarizes a survey of Florida secondary schools on various aspects of their population education, including objectives, departments teaching this subject, topics and concepts included, and types of instructional resources desired by the teachers. (MLH)

Using interaction analysis, studied the classroom verbal interactions of three types of elementary science classes: not using a process-promoting curriculum; using a process-promoting curriculum, with or without a consultant. Among the findings was that teachers who interacted with a consultant were more indirect in their teaching. (MLH)

Discusses one topic in a program for the nonscience major that combines science and literature. (MLH)

Discusses the philosophy and practice of science teacher education and probable areas for innovation. (MLH)

Gives examples and advantages of various levels of teacher participation in science curriculum development, especially emphasizing Nuffield curricula. (MLH)

Recommends that performance-based teacher education be phased in concomitant with suitable research teacher competencies and the use of performance as a criterion for teacher education. (MLH)

Visual devices were used, corresponding to Bruner's three types of information-processing models: enactive (action), iconic (imagery), and symbolic (language). Concluded that the type of visual device had no significant effect on the subjects' achievement on an electrostatics concepts test. (MLH)