Suggests new directions and concerns for science teacher education programs in response to the rapid changes occurring in American society. (JR)

Advocates that science can be a path to the greatest fulfillment and self-actualization of man and discusses the importance of studying human values in science teacher education. (JR)

Reports the results of an investigation of the accuracy of self-evaluation on test performance, in which junior high school students were asked to predict their scores before and after taking each unit test. Some students learned to improve their evaluations of self-performance on cognitive tasks without formal instruction. (JR)

Describes the methods employed in identifying the problems connected with science teaching of greatest concern to a group of 50 science teachers attending a workshop at the University of Wyoming. Results of the survey and treatment of the data are reported. (JR)

Six instruments designed to measure students' knowledge about the scientific enterprise are critically described, and a summary is given concerning their application in research investigations. A case is proposed for interpreting test results in a qualitative manner rather than relying on purely quantitative data. (JR)

Evaluates a method for teaching hypothesis formation to sixth-grade children. Results showed that hypothesis formation can be taught under the described conditions, and that the ability to hypothesize correlates with intelligence, sex, reading ability, and grade point average. (MLH)

Twenty-two tenth grade biology classes performed a simulated problem solving game. Half of each class completed the exercise first as individuals and then in small groups; the other half reversed this order. Results showed that group work preceded by individual work was the most effective arrangement. (MLH)

Students enrolled in an audio-tutorial section of an introductory college physics course responded more favorably than did students in the lecture section on a student questionnaire concerned with attitudes toward the course and laboratory. (MLH)

Describes an experimental seventh grade biology course designed as part of an Israeli education reform program intended to provide a more heterogeneous mixing of disadvantaged students from Asian-African backgrounds and advantaged students from European-American backgrounds. (See SE 514 546 for a related article.) (MLH)

Describes the implementation of an experimental course designed to provide compensatory opportunities for disadvantaged Israeli students in a culturally heterogeneous group of students. Performance on achievement tests and an attitude inventory revealed significant improvements after the experimental program in comprehension, higher intellectual…

Describes a study which measured perceptions of classroom behavior, both perceived and ideal, of science teachers and students. Using an interaction analysis system to analyze the actual classroom behavior in 33 junior high school science classes, the authors conclude that the teachers perceived their classes to be more inquiry oriented than the…

Suggests that the following three elements of investigation processes serve as the basis of secondary science methods courses: identification of a problem and subsequent design of an investigation; examination of existing investigations which illustrate good and poor science; and completion of representative activities in curricula which deal with…

Describes a survey of secondary schools in five states (California, Nevada, Colorado, New Mexico, and Utah) designed to provide guidelines for the education of secondary science teachers. The present status of science program innovations and predicted trends in science enrollment indicate that prospective science teachers should be familiarized…

Describes a sequence of three Unified Science courses for elementary education majors. The use of required and optional learning modules provides the student with knowledge of new curricula, environmental studies, and science processes in all areas of science, and provides experiences in group interaction and personalized student-teacher…

In order to determine the competencies needed for teaching secondary physical science a survey of a sample of physical science teachers in Kansas secondary schools was conducted. The major competencies reported could be classified under the following general headings: equipment purchase and operation, maintenance of laboratory safety, and…