Employing the same strategy that served to encompass the cognitive domain within two dimensions, this paper presents a synoptic structure for the affective domain in relation to science education. Student affective behaviors and the phenomena that constitute the focus of these affective behaviors in science education are detailed. (BT)

Describes the development of cognitive tests and their administration to four student populations in a cross-nation study on science achievement by the International Association for the Evaluation of Educational Achievement. Included are illustrative items, a table of behavior-subject area grid, and test scores by countries. (CC)

Describes the contributions of Anna Botsford Comstock to the development of elementary-school science. She played a major role as one of the developers of the nature-study program for children at Cornell University. Her biography and a list of her publications are also included. (HM)

This essay is the third in a series on innovators in the teaching of elementary-school science. Palmer's ideas and work on nature study and their relevance to children's education are described. His resume and a list of his publications are also included. (HM)

This essay is the first of a series of papers about historically important innovators in elementary school science. It presents a brief survey of Wilbur Samuel Jackman's life and describes his ideas about elementary school science and how he put them into practice. (HM)

A historical analysis reveals that the journal has become increasingly the organ of college and university science educators, fewer women now contribute articles, and that Dewey's focus on reflective thinking and problem solving has continued to appeal to science educators. (CP)

Reviewed are the contributions of Gerald Spellman Craig to the field of elementary school science. Included are Craig's viewpoints on criteria to be used in selecting natural science objectives, examples of general and specific objectives that fit each of the criteria, and his ideas about content, its organization, and sequencing. (CS)

Reviews the goals and results of the 1985 U.S.-Japan Seminar on Science Education. Contains a table which lists Japanese Science Education periodicals and includes descriptive information on each. The language of most of the journals is Japanese, but in some instances English information is available. (ML)

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)

Proposes four specific actions to maintain science education's viability and plan for its future, focusing on scientific literacy. These proposals are based on: (1) an analysis of historical determinants of federal role in education; (2) interpretation of the Reagan administration's decisions influencing education; and (3) projections for federal…

Describes the Individualized Science" program being developed as part of the Individually Prescribed Instruction program of the University of Pittsburgh Learning Research and Development Center. The use planned for mainstream" and alternative pathways" is described and illustrated by examples of units. (AL)

Discussed is Bertha Morris Parker's contribution to elementary school science curriculum in terms of her development of science curriculum, her insights and ideas about elementary school science, and elementary school books she wrote. (DS)

The fifth in a series of innovators in the teaching of elementary school science, this essay outlines the contributions of Florence Billig (1890-1967). (CS)

Discussed is the history of school science curriculum reform from the Sputnik era to 1990. The relationship between the crisis in the 1950s and 1990 is addressed. A list of curriculum development programs for all levels and special needs students is included. (KR)