Investigates the effectiveness of unit seven of the MINNEMAST program in kindergarten classrooms using a pretest-posttest design. Concludes that this unit, as well as other units of MINNEMAST, would be an applicable science program in kindergarten classrooms. (HM)

Describes a study which sought to identify development patterns related to the acquisition of proportional reasoning in two areas, namely electricity and chemical solutions. Results from children ages 9-11 indicated that development of understanding of chemical solutions was asymmetric whereas it was symmetrical with electricity. Includes sample…

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 "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)

Discusses development of courses in general oceanography at university levels. Designed for preservice elementary and secondary school teachers and general education students, the suggested courses are appropriate for inland as well as coastal universities and for instruction in the social and cultural impact of science. (JM)

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)

Examines how, through discourse processes, a third grade teacher and her students came to situationally define science in their classroom. Uses a discourse analytical approach to examine the classroom members' experimentation logic, their explanations and scientific decisions, and their accounts of events. (Contains 82 references.) (Author/YDS)