Focuses on the relationships of the teacher's affective attributes, concerning both interest and attitude, and measures of teaching behaviors of elementary grade preservice teachers (N=148) consistent with instructional methodology of the SCIS curriculum. Results include a confirmation that a field-oriented treatment yields significant changes in…

Reports results of an evaluation of an NSF-supported inservice course for intermediate-grade and junior-high school teachers who teach physical science. The evaluation describes the relationship of teacher implementation and student perception of the instructional practices advocated in the inservice course with student achievement. (CS)

Determines the effectiveness of three small-group teaching methods on the acquisition and retention of seriation abilities, investigates transfer of seriation abilities relative to the treatments, and investigates the relationship between visual and nonvisual seriation abilities involving first graders (N=120). (CS)

Compares group differences in strategy learning, use, and transfer to a more complex task for two groups of elementary students (N=48). Asked to perform three tasks in classifying igneous rocks, the groups differed in whether they received advice on the use of a specific strategy for performing each task. (CS)

Considers several components of the relationship between science, society, and science education. Discusses and draws conclusions regarding data gathered in these areas: public perceptions about science, science-related social problems, scientific methods and values, confidence in science, and support for science research. (CS)

Investigates the use of advance organizers in a modified form by involving students in the preparation of organizers to enhance meaningful learning from textual material with Nigerian secondary school students (N=180). Results indicate the proficiency in English as a second language was an important factor in determining effectiveness of student…

Compares elementary school science curricula in Japan, Thailand, the Republic of Korea and the Philippines. Tables summarize data for some of these countries concerning general characteristics of the curricular design, general objectives of elementary and secondary science curricula, teaching units covered, and hierarchy of process skills. (CS)

Discusses patterns resulting from the monitor of science education proposals which may reflect problems or differing perceptions of NSF. Discusses these areas: proposal submissions from two-year institutions and social and behavioral scientists, trends in project content at the academic-industrial interface and in computer technology, and…

Investigated current perceptions of New Jersey teachers (N=470) and science supervisors (N=29) on the role of the science supervisor in assisting the elementary self-contained classroom teacher. In addition to results, nine recommendations are listed to enhance the role of science supervision in science instruction. (JN)

Traces the effects the relationship between printing technology, and publishing have had on the historical emergence of college physics textbooks. Printing technology before 1880, growth of the book publishing industry, emergence of college physics textbooks, linotype machines, printing technology, and textbook pedagogy are among the areas…

Briefly describes Project Synthesis, a major recommendation which resulted from the effort, and a picture of K-12 science education that recommendation portends. Compares similarities between environmental education goal levels and Project Synthesis science education goal clusters, considering future directions for both science and environmental…

Offers a rationale for and definition of science education, namely, the discipline concerned with the study of the interaction of science and society, the impact of science upon society, as well as the impact of society upon science. (JN)

Preservice teachers' (N=22) knowledge level of pendulums was experimentally manipulated to examine effects the manipulation had on the extent of inquiry behaviors exhibited when teaching the topic to grade five children (N-54). Videotape recordings were used to examine how teachers used specific science knowledge to make decisions while teaching.…

Reports no significant differences between the attitudes toward science teaching of students in campus-based and field-based teacher preparation programs. However, field-based teachers (N=39) were significantly more custodial in their pupil control ideology than teachers (N=43) in the campus-based program. (JN)

Examines the mastery learning model as proposed by Carroll and Bloom in the context of science instruction, addressing issues related to classroom application. Discusses expected results of implementing mastery learning and its impact on students and teachers, recognizing the additional burden on teacher time required by mastery learning…