Examined the effects different communicators (science methods instructors, supervisors, graduate assistants, and others) had on the attitudes of 25 elementary education majors toward science and science teaching, focusing on which communicators were perceived as being the most credible. (DH)

Recommendations from British Columbia teachers in elementary (N=1322) and junior secondary schools (N=309) indicate strong support for emphasis on practical aspects of preservice teacher education. Practice in science teaching, techniques of science teaching, and lesson planning were rated highest. Laboratory safety, reading, and writing should…

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 attitudes toward lectures, self-concept, and locus of control of Egyptian middle school teachers with (N=40) and without (N=40) professional educational training. A set of more desirable attitudes toward lectures, higher self-concept, and greater internal locus of control were found in the group with professional training. (DH)

Investigated current perceptions of New Jersey teachers (N=470) and science supervisors (N=29) on the role of the science supervisor in assisting the elementary self-contained classroom teacher. In addition to results, nine recommendations are listed to enhance the role of science supervision in science instruction. (JN)

Reports no significant differences between the attitudes toward science teaching of students in campus-based and field-based teacher preparation programs. However, field-based teachers (N=39) were significantly more custodial in their pupil control ideology than teachers (N=43) in the campus-based program. (JN)

Determined perceptions of science education faculty and graduate students (N=195) concerning how the relative emphasis of major science education objectives should change in grades K-12. Also determined extent of agreement among subjects on the emphases and identified extent to which personal characteristics of subjects related to differences in…

Describes the development of six science teaching attitude scales, using the procedures similar to those of the Scientific Attitude Inventory. Included are field test results obtained from the elementary teachers of an inservice summer project. (CC)

Studied the consistency and formation of teacher's judgements about child's abilities by having science methods course undergraduates watch two 10-minute video-taped lessons conducted among nine children. Indicated the most agreement on two extremes and the use of children's accomplishment speeds as judgment criteria. (CC)

Examines the role of affective behavioral objectives in science education. Includes a survey of what "affective" means from various perspectives. Defines "scientific attitudes" versus "attitudes to science" to clarify a conceptual framework for research. Presents problems with previous research and raises basic…

Discusses the nature of science as inquiry, differentiating between "science as inquiry" and "teaching/learning by inquiry." Provides evidence of confusion existing among teachers on the notion of inquiry and offers practical suggestions to teacher educators to help teachers better understand inquiry and to use the method in…

Results of a previous study indicated no difference in preservice teacher attitude/achievement using lecture/inquiry approaches. This study was replicated, also examining effects of sex and students' (N=471) previous science training. Although results for science understanding were not significant, analysis of attitude change indicates that…

An instrument for the continuous assessment of high school physics students' laboratory performance was developed and evaluated. Physics teachers (N=25) observed students conducting experiments on film to judge student performance against a standard set of criteria. Results suggest increases in observational objectivity and precision as well as…

Investigated effects of an environmental science education program on inservice teachers (N=51) views of science and attitudes toward environmental science education. Results indicated that the year-long program had positive impact on attitudes of those in the control group. (SK)

Determined: (1) if teachers who participated in "Science Teaching and Development of Reasoning" workshops felt they utilized workshop ideas in changing teaching style/methods; (2) if nature and extent of changes made were consistent with workshop intent/philosophy; and (3) factors teachers perceived as facilitating or hindering their…