Determined the validity of using the State-Trait Anxiety Inventory (STAI-Y) with preservice elementary teachers (N=103). Factor analysis results, along with high-interval consistency levels, support use of the instrument (previously used with Air Force recruits) with preservice elementary teachers. (JN)

Presents data on student performance in a competency-based, multiple-opportunity format physics course, indicating that costs are related to character of examination questions and comprehensional modes of students. Compares costs for single/multiple trial formats, showing that multiple-trial opportunity has lower costs and a higher yield of…

Examined relationships between integrated process skill and formal thinking abilities of middle/high school students (N=492). Results indicate that science process skill ability is strongly associated with logical thinking, suggesting that process skill teaching may influence formal thinking ability. (Author/JN)

Investigated what physics students (N=38) recalled from reading text material related to energy transfer. Four different groups of students, each recalling different sets of propositions, were identified suggesting that science educators cannot assume that all students in a class will recall identical information from the assignment of a reading…

Biographical/professional information for faculty (N=168) employed at the 35 largest graduate centers for science education was collected and analyzed. Reports that faculty are homogeneous as to age, sex, rank, academic preparation, previous experience, research productivity, and professional involvement. Few cooperative efforts or clearly defined…

Investigated attitudes and learning of students (N=816) in 31 museum tours. Concluded that students (grades 5-7) had greater cognitive learning when participating in structured tours (led by museum docent). However, more positive attitudes were found when students participated in less structured tours lead by their classroom teacher. (JN)

Determined effectiveness of inquiry approach to science and language teaching to further develop classification and oral communication skills of bilingual Mexican American third grade students (N=64). Results indicate that participation in science inquiry lessons facilitated development of both classification and oral communication skills. (JN)

Two selection and nine evaluation hypothesis testing tasks varying systematically with respect to causality, response alternatives, and context continuity were administered to two samples of adults (N=35; N=32). It was to determine effects of these variables and the degree to which subjects reasoned with material conditional, biconditional,…

Explored relationships of students, teachers, and learning environment variables to science attitude. Variables found related to science attitude of all classes at grade levels four, seven, and nine were: sense of importance of science; student fatalism; teacher quality; and numerous learning environment variables. Implications for science…

Reviews past studies on research in natural history museums and science centers, proposes a taxonomy of exhibits in museum settings, and focuses attention of factors which should be considered when studying/learning in these settings. Also presents potentially productive methods of conceptualizing research and suggests possible future lines of…

Determined instructional effectiveness of cave exhibit and location of information panel (near entrance of exit) and if the exhibit was more effective than a group walking through similar habitat and viewing a film. Results are reported for the 28 grade 7/8 students participating in the study. (JN)

Students (N=387) in grades 8, 10, 12, and college were administered eight reasoning items to test hypothesis that the basic logic utilized in individuals in scientific hypothesis testing is the biconditional and that the biconditional is a precondition for development of formal operations. Results and implications for science instruction are…

Investigated relationships among college students (N=76) science achievement, engaged time (observed and perceived), personal characteristics of academic aptitude, reasoning ability, attitude toward science, and locus of control. Among the results reported are significant relationships between engaged time measures and achievement, and between…

A conceptual model, which provides insight into the individual concerns that teachers adopting a new program may express, was employed in a study of science teachers (N=139) adopting the Intermediate Science Curriculum Study (ISCS). Results from a 35-item instrument (Stages of Concern Questionnaire), demographic data, and recommendations are…

Investigated whether a self-paced, individualized instruction course in chemistry and physics would result in: (1) greater level of achievement of academically underprepared students (N=80); (2) more satisfaction with instruction; and (3) more positive attitudes when compared with conventional instruction. Results indicate individualized treatment…