Reports a study to determine if pre-knowledge of behavioral objectives affected students' achievement in the Intermediate Science Curriculum Study course (ISCS). Results indicated students of low science ability showed significant gain while students of high science ability did not. (EB)

Utilized a sample randomly drawn from an approximated population of 1,819 eighth grade classes. Analyzed were class levels of consistency within response sets, paired comparisons, and triad comparisons. (GS)

Provides an overview of the evaluation studies conducted on the Australian Science Education Project (ASEP). Six evaluation foci are used: (1) Curriculum development process; (2) Philosophy; (3) Materials; (4) Learning Environment; (5) Student Outcomes and; (6) Dissemination. (HM)

Describes modifications of the Learning Environment Inventory (LEI) instrument for measuring classroom climate to make it suitable for individualized junior high school classrooms. Reports validation data from a sample of seventh graders. (SL)

The authors, while developing instruments to assess a person's "environmental orientations," observed the emergence of several general approaches to environmental problem solving. This research report describes those findings. (BT)

Describes a model-centered, computer-supported semester-long science curriculum (Model-based Analysis and Reasoning in Science) for middle school students designed to encourage conceptual understanding and to foster the development of model-based reasoning skills. (ZWH)

Analyzed the commonly used science textbooks (n=8) to determine their cognitive level of questions. Among the conclusions are that there was a greater proportion of lower-level questions than higher-level questions in these books. (PR)