Investigates the perceptions of teachers, principals, and consultants concerning the importance of identified inservice activities, provided by a consultant, to implementing teachers. One hundred-forty-five educators participated in a program in which Science--A Process Approach (SAPA) materials were introduced. Collectively, educators considered…

The literature on problems of inservice teacher education in general, and science inservice teacher education in particular, is synthesized, problems identified, and suggestions generated from the findings. These may also be generalized to mathematics teachers. (MNS)

Data were collected from 293 fifth-grade students. Significant positive relationships were found between science achievement and all of the attitudinal tendencies tested. (MNS)

Significant positive Pearson correlation coefficients were found for students'(N=91) interest in and attitudes toward science (0.58), interest in science and curiosity (0.47), and attitudes toward science and curiosity (0.40). Implications for science instruction and curriculum development are addressed. (JN)

Reports favorable results of a process-promoting curriculum installation endeavor, involving time allotment increases, improvement of exercise teaching, pupil acquisition of desired behaviors and skills, and changes in teacher attitudes toward curricula and teaching styles. The use of a professor-consultant in elementary curriculum implementation…

Presents responses of New York and Pennsylvania elementary educators to questions concerning their actual science instruction prior to adoption of Science - A Process Approach, and their opinions concerning ideal elementary science programs. (DF)

The author poses problems and suggestions for possible solutions encountered in curriculum installation. (CP)

An overall teacher preparation program is described. The content of the elementary science methods component, a list of proposed student competencies, and five assignments given to students are discussed in detail. (DT)

Identifies some mathematics and science skills required for successful performance in entry-level positions filled by high school graduates and determines if a group of high school graduates in the work force have those skills by using a needs assessment technique. (YP)

Investigates superintendents' needs in mathematics and science instruction. Used was a Likert-type questionnaire covering teacher quality, teacher supply, minority access, materials and equipment, and curriculum for non-academic students. A follow-up telephone survey examined the types of materials and equipment most needed. (YP)

Examines the influence of the use of hands-on materials in elementary school science instruction from a survey of 301 school principals. The rationale for the survey, questions used, and responses are provided. Lists 12 references. (YP)

Presented are the results of a survey of elementary school principals designed to determine whether problem solving and critical thinking skills are an integral part of the science curriculum in elementary schools. Curriculum orientation, amount of problem solving, and problem-solving/higher-order thinking priorities are discussed. (CW)