Evaluative information was collected about a history of mathematics project consisting of a play about Thales and an article about the history of conics. Methods included obtaining unstructured opinions of five experts, questionnaire responses from 39 teachers, and results of a test of affective and cognitive outcomes of 117 students. (CTM)

Uses a sample of 34 beginning secondary school teachers in Australia to obtain data on their perceptions of the relationship between five dimensions of school environment (affiliation, professional interest, achievement orientation, formalization, and innovativeness) and five dimensions of classroom environment (personalization, participation,…

Described is the development of a test battery measuring nine enquiry skills in three general areas: using reference materials, interpreting and processing information, critical thinking in science. Validation data are reported from the administration to a large sample of junior high science students. (CS)

Surveyed science students in Australia and Taiwan to explore their perceptions of seven dimensions of the classroom learning environment. Some students and teachers also completed interviews. Results highlighted differences in student attitudes between countries and emphasized the importance of cross-national studies to further understanding of…

This report describes the comprehensive activities and accomplishments of the Key Centre for Teaching and Research in School Science and Mathematics (Especially for Women) in Perth, Western Australia, in the 3-year period since it commenced in mid-1988. The following chapters are included: (1) "Structural and Organizational…

This book provides a retrospective account of the processes of curriculum development and evaluation of the Australian Science Education Project (ASEP), a venture which pioneered large-scale State-Commonwealth cooperation in education in Australia. The processes are described to identify practices for future curriculum initiatives. Important…

Examined were sex differences and the role of socioeconomic status in science achievement in Western Australian coeducational and single-sex schools. The influence of independent schools, both single-sex and coeducational, was found to be a factor that improved student science achievement for both boys and girls. (CW)

Described are the rationale, methodology, and findings of seven case studies designed to investigate the teaching and learning strategies employed in science classes by exemplary teachers. Findings focused on management strategies, student understanding, student participation, and classroom environment. (CW)

Distinguishes between school and class environment, examining research on teachers' perception of school environment and students' perception of classroom environment. Describes the Work Environment Scale and the School-Level Environment Questionnaire, and reports on the use of these instruments in investigating differences between high school and…

Describes four science attitude scales which have been developed and validated in Australian schools. The scales have satisfactory internal consistency, discriminant validity and economy--each consisting of only six to eight items. In previous use, boys exhibited significantly higher attitudes in three of four instruments. (CP)

Reported is a case study of science teaching in middle and upper primary school classes. The background of the schools, teachers and students, classroom observations and classroom environment are described. Exemplary classes were materials-centered and encouraged formulation and testing of predictions. Other characteristics are listed. (CW)

Determined reliability/usefulness of a simple anxiety measure administered to 2,068 grade eight and nine students. Also found relationships between anxiety and such classroom characteristics as participation, teacher support, and competition. Suggests use of the measure in guiding teachers to change classrooms to reduce student anxiety. (JN)

Relationships between levels of classroom individualization (personalization, participation, independence, investigation, and differentiation) and seven science-related attitudes of junior high school students (N=712) were examined. The study also provided support for the reliability and validity of the two instruments used and for their general…

The development and validation of a new instrument, the School-Level Environment Questionnaire (SLEQ), are described. The SLEQ measures teachers' perceptions of psychosocial dimensions of the environment of the school. The SLEQ consists of 56 items, each scored on a five-point scale, and grouped in eight scales: (1) student support; (2)…

Reviews studies on the psychosocial learning environment of science classrooms focusing on: (1) assessment of classroom learning environments; (2) predictive validity of environmental perceptions in science classrooms; (3) past criterion validity studies; and (4) directions for future research. (DS)