Investigates a number of factors underlying junior- and senior-high science teachers' beliefs and behaviors. A Science Classroom Behavior Q-Sort was developed and administered to 67 teachers. Analysis of results sorted teachers into three distinct groups; tables list the five highest and five most distinctive beliefs of each group. (CS)

Questions how cognitive ability and aptitude of graduating high school students taking science courses compare to students in other programs. Explores a related question concerning the extent to which different Piagetian schemes are related to instructional patterns. Results show that students operating at higher cognitive levels take more science…

Tests the effectiveness of three training methods as self-training materials in modifying questioning behavior including wait time of Thai high school chemistry teachers. Concludes that studying pamphlets and qualitative listening to audiotapes improves questioning; pamphlets study also improves wait time. (CS)

Examines the effectiveness of block-word diagrams in science instruction for ninth graders using directed graphs that express content structure as key concepts joined by arrows. Results include the finding that the effect of text-plus-diagram treatment compared to text-only treatment was different for learners of different ability. (CS)

Utilizes ATI methods to study relationships between locus of control and preservice science education achievement in science content and science process under high- and low-structured instructional treatments. Findings show that, overall, a high-structure condition was most effective but that internal students achieved more in a low-structured…

Identifies some difficulties that students in grades 7-10 have with logical connectives in reading science passages. Describes the Logical Connectives in Science project as a comprehensive criterion-referenced testing survey study. Results include information on difficulty of various logical connectives and kinds of errors students make in…

Compares effects of the Human Sciences Program (BSCS) and conventional programs on attitudes of eighth-grade students. Variables include course, gender and school (including teacher). Evaluation of results from responses on a semantic differential questionnaire indicate very positive response to the Human Sciences Program. (CS)

Supports prediction of success in self-paced, individualized science classes by measuring student self-image by means of the Q-sort test. Alternative school students who had completed an acceptable number of minicourses by the end of the year scored higher on the Q-sort. (CS)

Explores the use of free sort methodology to compare BSCS student and teacher understanding of the BSCS conceptual framework. Results support the idea that teachers who have better understanding of the BSCS conceptual framework, as shown by their sort patterns, may impart this understanding more effectively to students. (CS)

Reports that teachers exhibit a stable degree of persistence in utilizing selected elementary and secondary NSF science curricula in the western United States. Differences between teachers trained in the NSF curricula and a control sample indicate that elementary workshop participants tended to utilize NSF-sponsored curricula longer than did…

Questions and substantiates that both inductive and deductive components of logical reasoning contribute to achievement in an introductory college physics course, with deductive logical abilities contributing more to achievement. Performance on tests requiring both inductive and deductive logical reasoning ability correlated significantly with…

Investigates several variables within the psychomotor domain, their dependence on science enrollment, and their relationship to mental ability and performance in the previous year's science course. Concludes that no differences exist in science students (N=147) and nonscience students (N=52) in psychomotor ability, but significant differences…

Compares content understanding of students exposed to inquiry teaching (concrete instruction) and those exposed to exposition (formal instruction) in two groups of junior high school students enrolled in physical science. Conclusions support concrete instruction as producing greater gains and retention in content-achievement. (CS)

This position paper supports the exclusion of the special creation doctrine in science classrooms. Reviews the current controversy concerning legislative actions mandating the teaching of scientific creation in classrooms, presents creationists' and evolutionists' viewpoints, and discusses the philosophical disparity between creation and…

Presents results of a survey aimed at generating a current picture of the context (institutional commitment, student commitment, and program emphasis) of science education leadership development in 40 universities known to have active graduate programs for doctoral students and/or master's students. Present status and recent changes are discussed.…