Surveyed certified science and mathematics education graduates to determine reasons why they: (1) never taught; (2) left teaching; or (3) stayed in the profession. Also examined the conditions for attracting these recently certified teachers into teaching. Indicates that no reservoir of talent ready to assume science or mathematics teaching…

Develops a more thorough rationale for the implementation of an interdisciplinary approach to science education. This rationale entails arguments stressing the need for education reform and summarizes the most viable approaches and important considerations in responding to that need. (JN)

Discusses problems reflecting the crisis in education, presenting general approaches for resolving the problems. Also discusses the California Earthquake Education Project (CALEEP), a program which provides education of current concern (including personal emergency preparedness) to the public. CALEEP activities are successful due to many social,…

Outlines initial work of the "Science Education Information Network" which employs a rapid response procedure for science teachers throughout North Carolina. This work includes collecting and analyzing educational problems and salary concerns. Indicates that the network is feasible and provides information for decision making at the…

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…

Describes science education programs established in Indonesia for high school graduates. The one-, two-, and three-year programs were established in response to the severe and growing shortage of secondary teachers in this country. A complementary inservice distant learning scheme to upgrade semi-qualified graduates of these programs is also…

Describes the development of the Nuffield chemistry curriculum materials by chemistry teachers and how these materials were received and used by a much larger and representative group of the profession. Includes comments on teaching Nuffield chemistry, the Nuffield examination, and on Nuffield chemistry outside of Great Britain. (JN)

Describes the evaluation and revision of the O-level Nuffield chemistry student and teacher curriculum materials. Includes a discussion of the rationale for the evaluation process and the methodology used. (JN)

Investigated interactive and noninteractive classroom behavior (as related to structural dimensions of the classroom) in order to observe student-student interaction in naturalistic classrooms, specifically in science subjects. Also investigated the empirical validity of a conceptual framework related to student classroom behavior. (JN)

Discusses in detail the rationale and construction of an instrument entitled "Test on Scientific Attitudes," and includes a copy of the cognitive component subtest. (MLH)

Seventeen five-member groups of secondary students were studied as they attempted to solve a science problem through group discussion. Results of the study show both advantages and disadvantages of this type of instruction. (MLH)

Discusses previous research on the potential of small-group activities in both research and instructional contexts, and considers the use of a science task as a context for group problem-solving. (MLH)

Tenth-grade biology lessons taught by 58 student teachers were rated by both the students in the class and by other student teachers. In all but one rating category, the students gave significantly lower ratings than did the peer student teachers. (MLH)

Students from a large urban high school studied a biology unit with one of four instructional modes: timed audio-tutorial, self-paced audio-tutorial, traditional with study guides, traditional with visual aids. The self-paced audio-tutorial group performed significantly better than did the other groups. (MLH)

Analyzes four instructional methods used to teach biology to disadvantaged high school students in terms of learning efficiency (net gain mean/total time mean). Concludes that individualized methods are more efficient than group methods. (MLH)