Major findings and prediction models resulting from longitudinal research are presented. Discussed are the study design; variables, trends, and profiles; a follow-up study; and implications and policy recommendations. A summary model designed to explain this phenomenon is given. (CW)

Presented is a case study of a Science/Technology/Society course. Described are the specific goals and objectives of the course and the design of the study. The results of the study and the validity and transferability of this type of assessment are discussed. (CW)

Examined is the extent to which trends found in high school biology textbooks are also found in earth science texts. Procedures, book lists, and summaries are presented. It is recommended that more emphasis be placed on the theory of evolution in future editions of earth science textbooks. (CW)

Presented is a study designed to describe the characteristics, goals, and instructional strategies of high school science teachers in Israel. The study also attempted to identify factors which explain differences between teachers of different science content and provide explanations for the differential implementation of curricula in biology,…

Described and assessed was the teacher's role in three elementary school science programs which included hands-on learning experiences for the students. Results indicated that this role varied with the manner in which hands-on materials were used in the program. (CW)

Described is the importance of the cognitive level of science pupils, cognitive demands of the curriculum, and the social/cultural context within which curricula are planned. Emphasized is the historical division between planning and implementation. Suggestions for improvement are provided. (CW)

Described is a Dutch thematics physics curriculum recently developed for the average academic secondary student. Discussed are the structure, contents of units, and systematic units of the curriculum. (CW)

The nature of cluster analysis and dendograms, subjects, tasks, and results of this study are described. Categories for problems were based on assumptions about the methods used by novice and expert problem solvers in a physics context. (CW)

Described are some of the factors that have influenced the introduction of instructional change into Black South African classrooms. The Science Education Project of the 1980s, teacher uncertainty, pupil expectations, the epistemology of science education, resources, and the image of innovation are discussed. (CW)

Describes a study of student understanding of science and scientists using illustrations to promote discussion. The study utilized both quantitative and qualitative techniques and involved 121 Malaysian students in elementary and high school. Results reveal that stereotypical views of science and scientists are evident. However, students often…

Describes the development of a research instrument that monitors student views on a broad range of Science, Technology, and Society (STS) topics. Qualitative data were used to produce the multiple-choice responses of this instrument which focuses on cognition rather than affect. Uses of the instrument include making cross-cultural comparisons,…

This article provides an analysis of data collected in a study of six teachers reflecting upon their evaluation practices as they contemplated implementing a Science-Technology-Society (STS) curriculum. Authors conclude that teacher evaluation methods are dependent upon personal understandings of the assessment process developed from teaching…

From observations of four Canadian elementary schoolteachers, this article describes teacher practice and teacher knowledge within the context of science education. Four assertions emerged from the study what teachers do depends of their biography and experience; teachers search for comfortable patterns of practice; teacher knowledge develops…

Describes the impact of North Carolina's testing program in chemistry on curriculum and instruction from teachers' perspectives. A random sample of 100 teachers received a questionnaire yielding a usable sample of 48, of which 8 were interviewed. Results suggest testing is making the chemistry curriculum more uniform across the state. It is not…

Describes the practice of concept mapping, the student-student and student-teacher interactions, and cognitive activity occurring in participants. Authors conclude that concept mapping is an excellent activity that allows students to engage in extended science discourse. The maps provide students with a means to learn the language patterns of…