The authors employed the Raven Test of Logical Operations (RTLO) to assess development of cognitive structure for subjects of ages 8 to 19. Their conclusions support in part the development sequence described by Piaget. Lack of hierarchical order in some cognitive operations may indicate limitation of the instrument. (Author/EB)

Presents an evaluation design and strategy for preservice preparation of elementary school teachers in science. Five evaluation dimensions are discussed: population definition, academic concerns, implementation, program team functioning, and attitudes. (HM)

Investigates the development of the concept of heat by children aged four to nine. Analysis revealed 11 thought patterns classified into six categories underlying children's concept of heat. These categories are related to scientific knowledge of the physics of heat. (HM)

Found that the strength of the relationship between peer and individual attitude toward science increases significantly from grades 6-8 (peaking in grade 9) and that the relationship increases during the school year such that, by the end of the year, there are no differences between grades. Implications for science instruction are noted. (JN)

Examines the substantive components of a four-year study of science education in Canada including issues raised, research findings, and conclusions. Among the recommendations are guaranteeing science education in every elementary school, greater opportunities for girls, challenging high achievers, emphasizing science-technology-society…

A nine-item questionnaire was used to obtain information from 229 preservice elementary teachers on secondary and college science courses completed, their conception of the purposes of elementary school science, and their concerns about teaching children science. Implications for preparing elementary teachers to teach science are addressed. (JN)

Discusses a view of observational competence which consists of three proficiencies--proficiency in making observations well, in reporting them well, and in assessing correctly the reports of observations. The conception offers detailed sets of conditions for observing and reporting observations and a set of principles for assessing observational…

Uses examples related to a head of cabbage to discuss: (1) sensory development in children; (2) the integration of sensory and cognitive involvement; and (3) a child's mode of exploring and discovering. Also discusses why science curricula need to be organized around a paradigm that is holistic. (JN)

Describes the teaching of geodesic-dome concepts to students in grades 3-5 through the trial use of Energetic and Synergetic Geometry as well as the undertaking of a workshop designed to prepare elementary and secondary school teachers to conduct further experiments. (CC)

Describes evaluative data obtained during the Colorado Elementary Science Project which used elementary teachers to provide inservice training for other teachers after intensive experience with one of the national elementary science projects. Makes recommendations for implementation and change of this diffusion model. (AL)

A test for measuring attitudes toward animal life (Fireman Test) was developed. The test was determined to be reliable, valid, free from social-response biases, easy to administer and score, and potentially useful in ascertaining whether changes in attitudes have occurred as a result of some planned intervention. (Author/JN)

This study designed to use Piagetian logical operations and open-ended, clinical interviews to collect data amenable to a developmental analysis of children's levels of understanding of specific science topics: gravity, energy, and magnetism. Results indicated a correspondence between a child's overall cognitive development and the specific…

Reports results of a study examining reasons why scholastic science magazines for youth have developed only in a few countries and in small numbers. (CS)

Investigated were operative comprehension differences between 239 sixth and eighth grade pupils in activity oriented science programs and 249 students in a textbook oriented science program. Results indicated no differences among sixth graders, but activity oriented eighth graders scored higher than textbook oriented students. (SL)

Two pilot studies with 22 mildly retarded children indicate that the Science Curriculum Improvement Study (SCIS) Beginning unit aided development of I.Q. and reading readiness. (SL)