Discusses in general terms the approaches necessary for effective dissemination and implementation of an educational program in a country and then relates these approaches to the cooperative relationship between the University of California at Berkeley and the Israel Science Teaching Center's MATAL and PELE Projects. (CS)

This study, conducted by the University of Southern Mississippi in cooperation with the Hattiesburg public schools, investigated the impact of activity-centered science lessons (taught by prospective elementary school teachers) on the attitudes of upper elementary (grades 4-6) children toward science. (HM)

A critical incident approach was used to analyze the discourse which took place during a visit by a class of 8- and 9-year olds to a gallery concerned with food at the Science Museum in London. Data collection, analysis, and interpretation are discussed. Suggests that a critical incident approach may be more generally helpful in analyzing the…

Explores how collaboration among teachers from several schools and with university researchers facilitates attempts to change practices. Analysis indicates that collaboration facilitates change because it provides opportunities for teachers to learn new content and pedagogical knowledge, encourages them to be risk-takers in implementing new ideas,…

Explored how elementary school children (n=267) "think" about science vocabulary through an examination of the organizational schemes children employ with science words. A common core of vocabulary was developed from textbooks. Students grouped the words and gave the group a name. One result indicated students had appropriate conceptual…

Provides a detailed account of the significant components of Sister M. Gertrude Hennessey's instruction for conceptual change learning in an elementary science classroom. Discusses the implications of this case study for the practices of other teachers. Contains 40 references. (Author/WRM)

An understanding of the importance of metaphors and beliefs in the development of teachers' practical knowledge has already been explored in science education research. However, the significance of "emotion metaphors" and the consequences of "emotional labor" as part of being a science teacher have been little addressed. This study describes the…

This study assessed, and identified factors in participants' learning ecologies that mediated, the effectiveness of an explicit reflective instructional approach that satisfied conditions for learning as conceptual change on preservice elementary teachers' views of nature of science (NOS). Participants were 28 undergraduate students enrolled in an…

This study explored preservice teachers' (n = 25) knowledge structures and their mastery of content knowledge in relation to their ability to diagnose the strengths and weaknesses of a fourth grader's videotaped explanations of a scientific phenomenon, i.e., molecular kinetic properties of air. Participants' knowledge structures were analyzed…

Reviews the Crustal Evolution Project (CEEP) for the development and evaluation of geology materials to supplement existing science curricula. (SL)

Discusses the development of a student's ability to control experiments as an important aim of modern science curriculum materials. Argues that most curriculum developers offer only a simplistic method of controlling variables. Suggests ways to enhance the development of variable control within the framework of student experiments. (TW)

Presents information on the perceptions of students (from third, seventh, and eleventh grade) and young adults concerning science classes, their science teachers, and the value of science content. Includes data from the Third Assessment of Science (1977), National Science Supervisors Association Study (1982), and National Science Teacher…

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…

Two persuasive communications were constructed and validated. Validity was tested by verifying the presence of supportive and counterarguments. The one-sided communication was shown to contain only supportive arguments, while the two-sided communication contained both supportive and counterarguments. Implications for instruction are addressed. (JN)