Investigates the interaction between semantic knowledge and process skills in eighth-grade students' (N=27) performance in solving two types of problems (analogies and set-membership) of inducing structure drawn from physical geology concepts. (DS)

Examines how research of philosophers of science may be useful to science education researchers and curriculum developers in the development of descriptions of science content related to classification schemes. Provides examples of concept analysis of two igneous rock classification schemes. (DS)

Describes the development and validation of the Curriculum Adaptation Scheme (CAS) to aid curriculum developers in their curriculum adaptation endeavors. Provides a copy of the instrument. (DS)

Presented is a broad perspective of the state of knowledge in science education, a description of existing trends, the areas where research is needed, and tentative answers to persistent problems that have been identified from the research. (CS)

High school biology content was rewritten in an attempt to reduce reading difficulties for students (N=265). After four weeks of use of reduced readability materials, no significant differences in achievement were apparent. (PB)

College students (N=46) enrolled in biology or physical science courses for nonscience majors were studied to determine the correlation of their test scores with test anxiety, sex, grade point average, and self-concept. (PB)

If students are expected to become interested in science as a career or hobby, they must perceive their science courses as being useful. Student perceptions of usefulness of curricula were investigated relative to two agricultural programs taught in Israeli elementary and junior high schools. (PB)

Findings from a five-year study of the use of Level I of the Intermediate Science Curriculum Study in a suburban Philadelphia school district are reported and discussed. (PB)

Reviews the science portion of five standardized achievement test batteries, stating these tests are insensitive to the assessment of curriculum changes in earth science. Contends an accurate assessment of a curriculum's effectiveness is possible only through the use of evaluation techniques and instrumentation keyed to the curriculum's specific…

Summarizes a study of instruments developed for use in assessing aspects of science curriculum and instruction. (PB)

Use of the Teaching Strategies Observation Differential (TSOD), a 10-category system for observing and classifying teacher classroom behavior, is discussed as it relates to training preservice elementary school science teachers. Contends that skill in the use of TSOD helps preservice teachers become more effective in bringing about desired pupil…

Many science curriculum development projects have the goal of increasing students' ability to employ scientific or formal reasoning strategies. Argues that longitudinal data of students who acquired formal reasoning strategies as a consequence of specific instruction are needed to provide evidence that these skills will help in other academic…

Data on 140 eighth-grade earth science students were analyzed to see if logical thinking, instructional method, and the interaction between those two variables explained a significant portion of variance in achievement. Logical thinking was found to account for more variation in achievement than did treatment, although treatment also affected…

Presents a discussion on the re-examination of the development of the scientific attitude as a general aim of science education. It is suggested that the assumption of this attitude in the professional behavior of successful scientists is questionable. (PB)

Information is presented, based on two visits to the USSR combined with a reading acquaintance of Soviet science education, about education in science in Soviet schools. (PB)