Reviews current considerations in science education and some future dimensions of them'' that should lead to increased educational relevance of science education programs. (Author/AL)

Criticizes present trends in preparing science teachers to teach newer science programs via summer institutes which concentrate on cognitive aspects while ignoring the teacher as a vulnerable risk-taking human'' whose emotional needs must be met. Second of three parts--SE 506 133. (AL)

Presents four guidelines, and their implications, for methods courses for training elementary school teachers. Requests criticisms and modification in the teacher education literature. (AL)

Describes evaluative data obtained during the Colorado Elementary Science Project which used elementary teachers to provide inservice training for other teachers after intensive experience with one of the national elementary science projects. Makes recommendations for implementation and change of this diffusion model. (AL)

Describes a feasibility study in which pre-school deaf children were taught some science concepts to help increase their language development. Some evaluation data are reported. (AL)

Reviews research related to science teacher education which suggests that specific verbal and non-verbal instructional skills can be developed by providing positive models of desired behavior, varying the amount of practice teaching during the training, providing specific feedback on limited behaviors, and modifying training according to trainee…

Describes the use of a coding form to classify the type of teacher concerns expressed to consultants assisting in the implementation of a science program. Shows that the utilization of consultants differs depending on the emphasis on in-class consulting. (AL)

Discusses the characteristics, especially field experience involved, of an elementary science teacher education program, and indicates supportive feedback from students enrolling in this methods course. (CC)

Studied the consistency and formation of teacher's judgements about child's abilities by having science methods course undergraduates watch two 10-minute video-taped lessons conducted among nine children. Indicated the most agreement on two extremes and the use of children's accomplishment speeds as judgment criteria. (CC)

Suggests the development of school science curricula on the basis of the societal philosophy which is derivable from culture core, or heritage, and present and future society's and individual's needs. (CC)

Discusses the irrational approach to the interface between the science education profession and political and social world, and indicates the necessity of reform in shaping the future policy through educator's and scientists's abandonment of their professional isolationism posture. (CC)

Discusses the behavioristically- and humanistically-oriented positions in teacher education, and suggests an eclectic approach to methods course implementation applicable to both elementary and secondary level science. (CC)

Compared students' physics grades with their overall and other science grade point averages to determine teacher's grading severity in schools with a high and a low percent physics enrollment, and concluded the absence of apparent relationships between grading practices and low enrollments. (CC)

Suggests a proper sequencing of learning activities in science teaching with the textbook used after child's completion of inquiry and acquisition of big ideas.'' (CC)

Studied the superiority of audio-tutorial instruction among 79 students by using the pretest-posttest control group design, and concluded the absence of significant difference in achievement analyses both between the control and experimental groups and varying-aptitude subgroups. (CC)