The study attempted to determine if: 1) achievement test scores in biology course for elementary teachers would be predicted by precourse preference for biology and science and student behavior as measured by in-class affective behaviors; and 2) postcourse preference for science and biology would be predicted by achievement-test scores. Support…

Reports a significant correlation between environmental knowledge and environmental attitude, and significant differences between BSCS (Biology Sciences Curriculum Study) and nonbiology students' ecology comprehension and environmental attitudes. (CP)

Reports on the development and validation of a new junior high school version of the Test On Understanding Science (TOUS).

Investigated secondary mathematics and science majors' understandings of metric relationships and abilities to apply metrics to everyday problems. Differences between groups on the measures were not significant. Both groups understood metric relationships reasonably well, but neither could apply the relationships to everyday situations. (CP)

Contains a debate on research design and methodology considerations of the study. (CP)

Two teacher behavior patterns differing in the degree of directiveness utilized by the teacher were investigated. The results show that teacher behavior does effect student behavior in elementary science classes where hands on activities are employed and presents evidence that materials, activities, and curricula cannot be made teacher-proof. (BT)

This report describes an attempt to apply a critical empirical test to some predictions from Ausubel's theory concerning the subsuming role of advance organizers. Alternative explanations are proposed and subsequent predictions tested. (BT)

Investigated was growth in creativity under two different teacher behavioral strategies (student-structured and teacher-structured learning). Results indicated that students in a nondirective, student-structured science class made significant gains in figural creativity with no loss or gain in student verbal creativity. (BT)

Students perception of the social learning environment in secondary school science courses were examined. The different environments that were perceived within the individual science courses and results, examined in light of student interest in science, are discussed. (BT)

The relationship between the academic achievement in physics of second year college students and the students' motivation was investigated. Among the findings were that motivation to satisfy security needs is negatively related to academic achievement in physics. (BT)

Children's understanding of Euclidian space was investigated using three Piaget-type tasks to examine the ability of children to quantitatively locate a point in one, two, and three dimensions. Among the findings were that a disagreement exists between Piaget's data and the results of this study. (BT)

This summative evaluation of Teacher Corps' training programs assesses the overall effectiveness of the training in terms of changes in intern teaching behavior. Five behaviors changed in frequency significantly and support is provided for the use of modeling, feedback, practice and reinforcement to influence teacher behavior. (BT)

This analysis concerns the development and use of a model for evaluating student outcomes involving a school-associated planetarium. The model concerns three basic goal areas; the cognitive, affective, and process skill areas. The test data analyzed on elementary, secondary and college levels found little positive correlation between goal areas.…

This commentary refers to a recent paper (1975) by Sayer and Ball in this journal concerning the relationships between formal operational thought and science achievement, and requests additional information on the representativeness of the sample and the performance of boys and girls on the Piagetian tasks. The requested information is provided.…

This position paper argues that nothing is as important in science or science education as evaluation. Five crucial ways in which evaluation enters science education are detailed and the legitimacy of evaluative knowledge is established. The specific curricular possibilities of evaluation in science education are outlined. (BT)