Explains a formal scheme for analyzing biological communications for implicit structural themes using principles of kinetic structural analysis. Presents study findings which focused on the role of sequential communication structures for enhancing reception learning of knowledge and conceptual schemes. (ML)

Discusses a study which examined gender related differences in participation in science activities. Based on interpretive observations and formal interviews, gender related differences in engagement patterns were evident with the high school students. Presents six assertions and provides supporting examples of gender differences. (ML)

Describes a study which sought to determine whether differences existed between girls and boys in terms of their concept structure interrelatedness competence (ConSIC) in the areas of physical science, life science, earth sciences, between sciences, within sciences and across all sciences by measuring ConSIC. (ML)

Discusses a study which examined the interpretive process used by high school chemistry teachers in translating curriculum materials into classroom practice. Results indicate that differences exist among teachers but that commonalities are greater. Explains the functional paradigm concept and its value for the interpretation of curriculum…

Reports results of a study which focused on the techniques used and the time devoted to teaching about human genetics and biosocial concerns by teachers who participated in National Science Foundation workshops at Ball State University. Participants incorporated human topics and used outside speakers more than the control group. (ML)

This article is the first of a four part series of a study of Canadian high-school graduates' views on science-technology-society (STS) topics. It describes the research scope and methodology and discusses research issues associated with use of the specially constructed survey instrument, Views on Science-Technology-Society (VOSTS). (ML)

This is the second article of a four part series of a study of Canadian high-school graduates' views on science-technology-society topics. It reports student perceptions of the interaction of science technology and society. Science and technology were viewed as a unified enterprise and their roles were indistinguishable. (ML)

Analyzes the system and policy of science education in India. Describes its academic environment profiles, its teachers and students, and explains its curricula, examination systems, and research and development activities. (ML)

Discusses the parameters of values clarification and of science and reviews the differences between them. Contends that values clarification is nonscience and that students should be helped to appreciate the ways nonscience is similar and dissimilar to science and the place of both in the conclusion-reaching process. (ML)

Discusses survey results which focused on changes in service club members' perception of the science curriculum. Responses indicated an increase in the acceptance of the Project Synthesis goals between the years 1982 and 1984. (ML)

Reports a study designed to gather demographic data about New England teacher education institutions concerning science content, science processes and methods, science teaching techniques, effectiveness of science preparation, and general preparation of elementary science teachers. Compares findings with a nationwide survey. (ML)

Addresses the importance of recognizing the prior knowledge and misconceptions of science educators. Provides perspectives on the nature of knowledge, conceptions of learning, nature of science and of teaching, and the relationship between general principles of learning and teaching. (ML)

Describes an inservice training program for elementary and junior high school teachers that sought to enhance teachers' knowledge of physical science and skills of science instruction. Presents test data on participants' knowledge of science content, attitudes toward science, and beliefs about science teaching. (ML)

Explains the convergent and discriminant validity of two tests of science process skills with two tests of formal reasoning ability. Reports test results from elementary education majors and discusses the tests' intercorrelations. Implications related to instruction are analyzed. (ML)

Reviews and analyzes research related to the teaching and learning of science completed in 1985. Includes: (1) reviews of research; (2) evaluation; (3) student characteristics; (4) attitudes toward science; (5) conceptual reasoning; (6) instructional treatments; (7) cognitive skills; (8) laboratory work; (9) microcomputer applications; (10)…