While school textbooks are assumed to be written for and used by students, it is widely acknowledged that they also serve a vital support function for teachers, particularly in times of curriculum change. A basic assumption is that biology textbooks are scientifically accurate. Furthermore, because of the negative impact of…

Indicates that the ability of tenth-grade students (N=600) to distinguish between teleological or anthropomorphic explanations and causal ones is different and independent from the ability to distinguish between teleological or anthropomorphic formulations and factual ones, and that special treatment should be given to develop each of these two…

This examination used tenth- and twelfth-grade pupils from three high schools in Oklahoma. Data from the study suggested that the concepts which schools think they are teaching are not being learned. It is suggested the hypothesis be tested on a much wider sample of science content. (MP)

The study presents the frequencies of students' conceptions of growth and cell division before and after one hour of instruction. The investigation supplements qualitative results by directing attention to those conceptions which might occur most frequently to students: teachers can then concentrate their preparation on practical requirements. A…

Research focused on two factors that may be influencing females in choice of careers. Factors are role-specific self-concept in science and self-perception in terms of stereotypical masculine and feminine characteristics. Logical ability and mathematics and science courses were also examined as factors in career choice. Results of data for 177…

Identifies the attitudes of secondary school students toward several science-related topical areas (i.e., nuclear energy, environmental issues, energy concepts, science concepts, space exploration, and metrication) for the purpose of enhancing students' attitudinal development toward science-related topical areas. Discusses respondents attitude…

Reports a study to examine secondary school students' (n=200) responses to two figurally and spatially similar problems from mathematics and science that require different responses before and after instruction. Results indicated that most students gave the same response to both questions. Reasons for this pattern are discussed. (MDH)

Found grades in science achieved by tenth-grade general science students correlated with their scores on Propositional Logic Test. The students' ability level was consistently related to the pattern of errors they committed on that measure. Mean scores were lowest on a subtest of ability to use the bicondition and implication, higher on the…