Describes the new primary and secondary-level science curriculum in Sierra Leone as well as new teacher roles and instructional approaches. Indicates that curricular changes in this country should address needs related to job opportunities, the environment, and citizenship. Results of 1972-80 secondary-level biology, chemistry, and physics…

Students' understanding of basic science concepts (with particular emphasis on the interaction of science and society) was measured during a 1981-82 national assessment. These results are compared to those obtained from the Third Science Assessment (1977) to determine how students' knowledge has changed during the past five years. (JN)

Reviews independent studies that evaluate various national curriculum projects. Concludes that the number of studies is insufficient and that the major problem is the failure to give the same degree of systematic attention to evaluation and dissemination that has been given to curriculum development. (MLH)

Individual interviews of second grade students revealed five qualitatively different concepts of the earth. Audiotutorial lessons used in this study did not result in significant advances in children's concept of the earth. (MLH)

Describes the major topics and discussions presented at a bi-national (United States-Japanese) seminar. Concludes that the overriding problem in both countries is the fact that available in-service training is reaching only a very small percentage of the practicing teachers. (MLH)

Describes "Studies in the Physical Sciences" (SPS), an audiotutorial physical science course designed for non-science elementary school classrooms. The course is completely laboratory-centered with no formally scheduled classes. Students can work at their own speed, choose what they will study from the sixteen units available and design…

Suggests a proper sequencing of learning activities in science teaching with the textbook used after child's completion of inquiry and acquisition of big ideas.'' (CC)

Presents a philosophical analysis of the creation/evolution conflict in which a deliberate attempt is made to highlight its wider curricular dimension. Argues that literature on the conflict focuses primarily on questions concerning nature of science and avoids discussing of equally pressing curricular/instructional issues, particularly…

Describes development/validation of short forms of Individualized Classroom Environment Questionnaire (ICEQ), My Class Inventory (MCI), and Classroom Environment Scale (CES). In addition to these forms measuring perceptions of actual classroom environment, ICEQ and CES short forms measuring preferred classroom environment were also developed.…

Discusses a few features, aspects, and tools of scientific creativity within the context of science education. Presented within Section II is an analysis of the nature of creativity in science. Guidelines and practical suggestions for the improvement of science education are given in Section III. (CS)

Reports the proposed indicators of desired directions and future foci for science education. Lists indicators most frequently mentioned by persons involved in the 1979 annual meetings of the National Association of Research in Science Teaching and the National Science Teachers Association. Implications are discussed. (CS)

Thirty-eight students were utilized to test the hypothesis that a science activity supplemented reading program would increase reading achievement in first graders. Results of the 161/2 week program indicated the experimental group performed significantly better. (SL)

This study attempted to determine at what grade levels children develop the ability to combine and control variables, the effect of the elementary science program on this development, and the relationship between a child's ability to control variables and his ability to form combinations of variables. (GS)

The major purpose of this article is to elaborate on some of the philosophical, psychological, and evaluational questions that arise in an intentionally humanistic venture such as the preservice elementary program at the University of Florida, Gainesville. (PEB)

The general purposes of this study were to analyze responses on five Piagetian formal operational tasks in a test-retest situation to determine the extent to which taking a pretest effected scores on posttests and to determine task and examiner reliabilities. Significant test score gains on Piagetian tasks appeared to result from test-retest…