Investigates the relationship between wait-time of Nigerian integrated science teachers in relation to the amount of students' participation in inquiry. Examines the relationship between wait-time and sociocultural attitudinal factors prevalent in traditional societies. The pedagogical and curricular implications of the results have been…

In this investigation, students with mental retardation were observed over a two-year period in order to determine how the characteristics of mental retardation manifested themselves in the context of an inquiry-oriented, hands-on science curriculum. Implications for teaching science to students with mental retardation are provided. (LZ)

Attempts to clarify some of the differences and similarities between students from low-income countries enrolled in graduate science education programs in high-income countries and students from the host high income-countries. Offers suggestions for making graduate programs more responsive to the special needs of students from low-income…

This study reviews a representative sample of recent studies that dealt with the effectiveness of text-based or teacher-based analogies in learning science concepts. The purpose is to provide a synthesis of the findings and to present implications for teachers and researchers in science education. (LZ)

The purpose of this article is two-fold: (1) to describe a model for understanding how students' responses to science are related to the degree of congruency between their worlds of family, friends, school, and science; and (2) to explore the implications of this model for practice and policy in science education. (LZ)

This article challenges the position that school science curricula should be expanded to include examples of sciences from other cultures on the basis that modern science includes people who represent a wide range of cultural beliefs and customs who agree on the nature of science. (LZ)

The authors argue for change in how the nature of science is represented in school curricula and dispute the idea that they have argued for a large expansion in science curricula. The intent is to challenge reformers and educators to take another look at the nature of science and how nature ought to be reflected in the curriculum. (LZ)

The author discusses concerns related to critiques of a universalist epistemology in science education. Issues discussed include description of the universalist view of science, lack of distinction between multicultural approaches and pluralistic criteria for scientific knowledge, and the kind of science being promoted by multicultural proponents.…

The authors restate their position that it is essential to correct narrow conceptions of science and that to do so requires the infusion of history and philosophy of science into teacher education programs. Discusses various educational philosophies that address whether or not the boundaries of science can be established clearly. (LZ)

Identifies factors which affect students' attitudes toward the use of animals in research and in learning biology. Responses of students (N=577) in grades 5, 7, 9, and 11 to questionnaires were analyzed by two-way analysis of variance by grade level and sex. Results and implications are discussed. (CS)

Compares the effectiveness of three instructional modes for teaching metric knowledge and raising the level of positive metric attitudes of preservice elementary teachers who include both high and low mathematics achievers. Similar gain scores and attitudes resulted from the three randomly assigned treatment groups of preservice teachers (N=141).…

Describes the operation of TESTS (A Test Exchange for Service Teachers of Science) which searches out, solicits, reviews, and catalogs test materials. Organization of existing nonpublished instruments is described. Implications are made for future test development in science education. (CS)

Presents evidence that attests to the potential usefulness of the MCI in science education research. Describes the first use of the MCI specifically in science education research and current research efforts that reveal satisfactory internal consistency, discriminant validity, and predictive validity of the MCI scales. (CS)

Reviews research conducted between 1966 and 1978 dealing with changing the attitude of preservice elementary teachers toward science and science teachers. Categories of research discussed include elementary science methods courses, micro-teaching, audio-tutorial and self-paced learning, various approaches (humanistic, inquiry, inductive-deductive,…

Investigates and substantiates the effectiveness of the peer teaching approach on the ability of preservice elementary teachers (N=60) to acquire concepts selected from the Elementary Science Methodology Course and on their attitudes towards science and elementary school science. (CS)