Studied the influences on the transition of a sample of Australian children from elementary school to high school. Showed that the attitudes and ambitions of parents contribute to the student's achievement in science and mathematics, and that the peer group contributed to the student's attitude toward science and mathematics. (MLH)

Investigates the effect of The Individualized Science (IS) program on sixth and eighth graders' perception of locus of control. Findings suggest that the structure of the environment can affect the perception of locus of control. (HM)

Discusses the status and problems of physics education in the preuniversity schools (grades 7-12) in The Netherlands. (HM)

Discusses a study that was designed to track achievement in science during a school year and determine if self-reports of affective constructs could be successfully used to predict achievement. Demonstrates that affective behaviors in the science classroom are strongly related to achievement. (CW)

Studies the quality of graduating science education majors at Brigham Young University (BYU) and attempts to identify possible trends in the ability of students who entered secondary school science teaching. Concludes that there was no manifested trend toward lower quality college students entering the science teaching profession at BYU. (CW)

Explores sex differences in science achievement and examines the possible environmental determinants of these differences. Males scored significantly higher on science achievement and motivation and perceived their classroom environment more positively than females. (ML)

Approximately 4000 students participated in a study to determine relationships between attitudes toward science, achievement motivation, and demographic variables over the school year and across grades (6-10) by sex. Positive attitudes and motivation declined steadily across the grades with significant sex differences (males having more positive…

Determined if there are certain propositions that physics students (N=31) share with respect to a topic, to what extent is a student's knowledge on a subject idiosyncratic, and if there are different groups of students whose members share distinctive sets of propositions. Results are reported and discussed. (DH)

Reports on a longitudinal study of retention of science learning carried out in Israel (from grade 8 to grade 10, ages 13-16). Findings show that retention of meaningful school materials does exist from one course to another, even over relatively extended materials. (JN)

Investigated sex-related differences in science achievement from a science assessment project in British Columbia. Findings (obtained from students in grades 4, 8, and 12) confirm earlier findings that boys outscore girls on items testing understanding and application of scientific knowledge. No sex-related differences on process skills were…

Validity of using time and behavior as predictors of learning was tested by collecting detailed visitor behavior and time expenditure while interacting with a participatory museum exhibit. Data from 12- and 13-year-olds (N=63: 32 males, 31 females) support the feasibility of using these predictors. Learning was measured using a 14-item test.…

Analysis of 1976-1977 National Assessment of Educational Progress (NAEP) data indicate that although minority students have positive attitudes toward science, science-related careers, and scientific research, these attitudes have not been accompanied by higher achievement levels in science. Educational changes are suggested which will increase…

Determines effects of optional retesting of en route course objectives on end-of-course achievement and attitudes for high school chemistry students (N=88). Comparisons of data between retest and non-retest groups revealed no significant differences in achievement, but that students definitely preferred having the retest opportunity. (CS)

Explores relationships between role-specific self-concept, as the dependent variable, and demographic data, constituting the independent variables, which included type and level of course, science letter grade from the previous semester, and gender of secondary school students (N=293) of grades 7-12. (CS)

Reports results supporting the theoretical rationale that there are certain cognitive skills, including data interpretation, identification of assumptions and hypotheses, and controlling of variables, that appear to be necessary for successful understanding of the heterotroph hypothesis, as presented in the BSCS Blue Version. Implications for…