The interdisciplinary and multidisciplinary curriculum at the experimental high school on the Sde Boker campus of Ben Gurion University in the Negev, Israel, is described. It is viewed as a worldwide model available to academic communities to study the impact of environment on survival of all living things. (MP)

Studies the scientific curiosity and inquiry of 226 high school students from grades 10 to 12 who were studying the Israeli adaptation of the Biological Science Curriculum Studies (BSCS) program in eleven different schools representing city and Kibbutz Schools in Israel. (HM)

An integrated physical science course of approximately 40 instructional hours for eighth graders is described. The materials and text were prepared in accordance with the overall program for secondary school science drawn up by the Israeli Ministry of Education. (Author/MK)

Compares science examination preferences of college students and faculty in Israel and the United States. Findings indicate that students prefer written exams in which time is unlimited and any materials are allowed. American students prefer traditional examinations more than their Israeli counterparts, and there exists significant differences…

Examines whether extracurricular science activities can reduce the decline in attitude toward school science in junior and senior high school levels. Concludes that students exposed to extracurricular science activities had a more positive attitude toward school science. Sixteen references are listed. (YP)

Study of (n=78) elementary science teachers involved in in-depth, longitudinal inservice programs found that appropriately designed training courses did induce a shift in Science-Technology-Society (STS) views, attitudes, and literacy. (25 references) (Author/MKR)

Reports a study of 913 Israeli students in grades 7-12 from randomly chosen heterogeneous homeroom classes to investigate students' Piagetian cognitive levels using a video-based test. Results indicate that less than 50 percent of high school students have mastered formal operational reasoning. (MDH)

The development of students' (n=80) conceptions of matter was investigated. Students' ideas about matter were examined by asking students to verbally explain what matter means and to classify items into matter and nonmatter. A major difficulty is indicated by students regarding the concept of matter. (KR)